Buds to Blossoms Nursery

Buds to Blossoms Nursery

Unique reference number (URN): 2838333 Address: Dean Pavilion, Old Tiffinians Sports Ground, Summer Avenue, East Molesey, KT8 9LU Type: Childcare on non-domestic premises Registered with Ofsted: 10/05/2025 Registers: EYR, CCR Registered person: Buds to Blossoms Nurseries Ltd

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Safeguarding standards not met

Leaders have not ensured there is an open and positive culture around safeguarding. This puts children at risk of harm. Leaders have not ensured that all adults have the relevant checks in place before they start working at the setting. Additionally, unchecked adults are left unsupervised with children and carry out tasks, such as intimate care routines. Leaders also do not ensure that staff supervising children during mealtimes have the relevant first-aid training. This compromises children's welfare and wellbeing.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff have high expectations for children's behaviour. They work in partnership with each other to ensure that support for children's behaviour is consistently applied. As such, this is firmly embedded in staff practice. When children need support to regulate their emotions, staff swiftly step in to gently guide and support children to manage their feelings. Staff remind children of the rules, such as being kind to their friends, and they have age- and stage appropriate discussions with children about the impact of their behaviour. This is consistently well applied, which enables children to have a strong understanding of how they are expected to behave. As such, children show positive behaviour towards staff and their friends. They respond positively when staff step in to support them and quickly change their behaviour. Children show kindness and respect towards their friends and staff as they work

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Behaviour, attitudes and establishing routines Strong standard

collaboratively to achieve a common aim, such as developing their storylines during role- play activities. Leaders implement strategies to monitor children's attendance. They share policies with parents about attendance so that they are aware of the importance of this to promote children's learning and wellbeing.

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Inclusion Strong standard

Staff know all children very well. They work in close partnership with parents to ensure that appropriate information is shared, which helps staff to have a strong understanding of children's individual needs. Staff promptly identify and address any barriers to children's learning. They give careful consideration as to how they can ensure that all children have the same opportunities to engage in their learning. This includes funding extra-curricular activities for children, who would otherwise not be able to take part. Staff assess and plan for all children's continued learning. This enables them to identify any gaps in children's learning so that they can ensure that appropriate support is put in place. Staff successfully implement teaching and review the impact of this in order to support all children to continue to make progress.

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Achievement Expected standard

All children generally develop well from their starting points. Gaps in their learning are promptly identified and addressed. This enables them to gain the appropriate skills they need for their future learning, including their move to school. Children show a growing ability to play well with their friends and on their own. They become confident communicators in the language-rich environment that staff provide for them. Children enjoy listening and actively joining in with music and story activities, which helps them to develop their understanding of different words and their meaning. Children build on their hand-eye coordination skills as they learn to kick, throw and roll balls.

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Curriculum and teaching Expected standard

Leaders and staff understand the skills and knowledge that they want children to gain during their time at the setting. They provide a broad curriculum that supports all children to make progress across all areas of learning. Staff ensure that interactions with children across different ages and stages of development are tailored so that they all benefit from what is being taught. For instance, children readily join in with adult-led music activities. Staff adapt these activities to achieve different learning outcomes for children. This includes encouraging children to use instruments to follow along with the beat of the music, learning to move their bodies in different ways as they dance to the music, and singing along to familiar tunes.

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Curriculum and teaching Expected standard

Staff promote children's developing language skills in a variety of ways. This includes engaging children in 1-to-1 and group discussions. Staff use these opportunities to introduce mathematical language, such as talking about different quantities and sizes. Children eagerly join in. They wait their turn to speak and listen to what their friends and staff have to say. Children enjoy these friendly interactions, which also supports them to develop their social skills. Children make progress from their starting points and are very well supported for their transition to school.

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Children's welfare and wellbeing Urgent improvement

Leaders have not carefully considered how they can ensure that the daily care routines meet children's safety and wellbeing. For instance, children are left unsupervised with unchecked adults during mealtimes while staff answer the door to parents. Additionally, unchecked adults frequently leave children unattended while the children are eating, and they do not have appropriate first-aid training to enable them to respond if children require urgent medical attention. This does not help to promote children's safety at these times. Leaders allow unchecked adults to undertake children's intimate care routines, such as nappy changes. Although these are done under supervision of another member of staff, leaders have not considered the potential risks to children. Staff provide children with effective support to help them to understand their feelings and emotions. They work in partnership with parents to ensure that support for children's

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Children's welfare and wellbeing Urgent improvement

emotional wellbeing is consistently applied. This includes using language that builds on children's understanding of how they are feeling. This enables them to learn strategies that helps them to regulate their emotions.

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Leadership and governance Urgent improvement

Leaders have identified areas of improvement for the running of the setting, such as delegating tasks to ease the manager's workload. However, there are breaches to the requirements of registration that impact on children's safety and wellbeing. Leaders are aware of the suitability and vetting checks they need to complete for all staff. However, they lack an understanding of the requirements of registration as to when these checks need to be completed. This means that unchecked staff are able to start working and volunteering at the setting and fulfil childcare duties before all checks have been completed. This includes supervising children during mealtimes and changing their nappies. Leaders allow unchecked adults to have unsupervised contact with children. They also do not ensure that children are supervised by someone with appropriate first-aid training at crucial times, such as during mealtimes. This is a breach of requirements, which compromises children's safety.

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Leadership and governance Urgent improvement

Leaders have developed strong partnerships with parents. They have established an effective two-way sharing of important and relevant information with parents. This includes daily routines, updates to children's health and learning and ideas for home learning. This helps leaders to identify children who may need additional support to enable them to work with parents, so that children receive the support they need to make steady progress. Leaders provide staff with support and coaching. For instance, they give staff feedback on their practice and give them ideas to strengthen their practice further. As such, staff feel well supported by leaders and enjoy working at the setting.

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Compulsory Childcare Register requirements

This setting has not met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Leaders have not ensured that all adults have completed the required checks before they start working and volunteering at the setting. Unchecked adults are left unsupervised with children during mealtimes, and they undertake additional responsibilities, such as changing children's nappies. This impacts on children's overall safety and welfare, as they do not have appropriate first-aid training and they do not have the required suitability checks to fulfil responsibilities, including intimate care routines.

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What it's like to be a child at this setting

Children arrive happy and they separate from their parents with ease, excited to start their day. Children confidently engage with staff, showing the strong bonds that they have developed with them. Staff provide children with a rich set of experiences that enable them to be fully engaged in their learning. Children benefit from regular opportunities to work collaboratively with their friends, such as using their imagination to maintain role-play activities for sustained periods of time.

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What it's like to be a child at this setting

Staff successfully identify children's starting points so that they can plan for their continued learning. As such, all children progress well during their time at nursery and gain the skills and knowledge they need before they start school. Staff build strong partnerships with parents, which ensures that appropriate information is shared. This includes sharing strategies to support children to manage their emotions so that they receive consistency to regulate their feelings. Staff know all children well and this enables them to support them to learn and value similarities and differences between themselves and others. This helps children to develop an understanding of people around them.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare register the provider must take the following actions by the assigned date:

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About this inspection

The inspector spoke with the manager, staff and children during the inspection.

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About this inspection

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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About this inspection

We carried out this inspection as a result of a risk assessment, following information we received about the provider. The provider will be able to give parents further information about this.

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Address:

Dean Pavilion Old Tiffinians Sports Ground Summer Avenue East Molesey KT8 9LU

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Buds to Blossoms Nurseries Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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