Bloom @ Aintree

Bloom @ Aintree

Unique reference number (URN): 2824215 Address: 77 Long Lane, Walton, Liverpool, L9 7DT Type: Childcare on non-domestic premises Registered with Ofsted: 15/01/2025 Registers: EYR, CCR, VCR Registered person: Johnson, Mark

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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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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Achievement Strong standard

All children make steady and consistent progress, building on what they know and can do and extending their learning further. Progress is continually monitored to ensure that any gaps in children's learning are swiftly identified and children's next steps accurately reflect their developing abilities. Children demonstrate consistent progress. They show high levels of confidence as they explore, develop ideas and take on roles within their play. Children actively engage in activities, such as mark making, using clipboards and pencils to write letters to one another to support their play. They remain highly engaged and curious, sustaining their involvement for extended periods and showing enjoyment in their learning experiences. Children effectively apply their developing skills, demonstrating that they are acquiring the knowledge and understanding intended in the curriculum. All children make consistent progress from their starting points. They benefit from bespoke activities that help

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Achievement Strong standard

them to develop towards the next steps in their learning.

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Achievement Strong standard

Children learn valuable skills to support their independence, such as managing their own personal care needs, handwashing and putting on their own coats. They become confident communicators as they learn new vocabulary and explore the meaning of words. For example, older children enjoy role play and sharing stories. They confidently use their communication skills to engage in back-and-forth conversation. Children who face barriers to their learning are set specific and measurable targets that are regularly reviewed. This ensures that they achieve the best possible outcomes and make progress in all areas of learning.

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Inclusion Strong standard

Meticulous assessments are carried out on entry to precisely assess children's learning. This information is the first port of call to identify any needs or delays in development. Leaders continue to consistently observe and monitor children's progress to swiftly identify any emerging gaps. These are quickly identified. Staff who specialise in supporting children with special educational needs and/or disabilities (SEND) carry out initial meetings with parents and key persons to determine the appropriate next steps and ascertain if any referrals are needed.

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Inclusion Strong standard

Leaders and staff put in place timely and integrated support, which is reviewed regularly with parents and staff. The setting receives support from external agencies, particularly around training and support for staff working with children with SEND. Leaders and staff work collaboratively with these agencies to implement targeted interventions that help children to make rapid progress.

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Inclusion Strong standard

Children have individual plans that identify targeted intervention that is tailored to their needs and abilities. These are consistently reviewed and updated to ensure continued progress. Leaders use funding, such as early years pupil premium, to specifically meet the individual needs of children. They work in consultation with parents to decide on the best way to support children in the setting and how this can be extended at home. For example,

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Expected standard

staff have implemented a sensory box to support children's emotional needs. This is duplicated and used at home to promote a coordinated approach to learning.

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Behaviour, attitudes and establishing routines Expected standard

Staff offer lots of praise and encouragement to children. Generally, behaviour is managed effectively. Staff know the children well. They keep a calm environment with robust routines and boundaries to help children know what is expected of them. Children's positive attitudes and routines are embedded well overall. Typically, across the setting, children follow robust routines that help them to know what is coming next. However, this effective planning of times of transition very occasionally lacks consistency. For example, not all staff fully consider the length of time that children wait for meals, which, on this occasion, meant that children became restless.

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Behaviour, attitudes and establishing routines Expected standard

Staff promote opportunities for sharing and turn taking. Children are supported to explore their feelings and emotions. They allow children to take risks and explore in a safe environment. This promotes children's independence and autonomy, and helps them to feel settled and secure. Positive relationships between children and their key person help to strengthen this and provide children with a secure base from which to build.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff work closely with parents to ensure that children's attendance is given high priority. Any concerns are immediately discussed and followed up appropriately to help keep children safe. Staff provide support and the positive reinforcement of boundaries and routines to help children learn what is expected of them.

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Children's welfare and wellbeing Expected standard

All children have positive relationships and form effective bonds with their key person. Staff know the children well and this helps children to feel safe and secure. Effective settling-in procedures help to ensure that children and their parents are prepared for nursery. Staff are sensitive and responsive to their individual needs. They understand children's gestures and non-verbal cues. Leaders and staff provide a safe, welcoming space where children can explore and be curious in their learning.

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Children's welfare and wellbeing Expected standard

Children learn about effective hygiene practices, which help to ensure that the personal needs of babies and children of all ages are met. Staff teach children to become increasingly independent in managing their personal needs, such as pouring their own drinks and setting the table at lunchtime.

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Children's welfare and wellbeing Expected standard

Children benefit from spending lots of time outdoors and have access to a large outdoor area. They also have opportunities to explore the local community, such as through walks and visits to the local shops to buy ingredients for baking.

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Curriculum and teaching Expected standard

Leaders understand and implement an effective and high-quality curriculum, which places a high emphasis on communication, secure attachments, emotional security, the key-person approach and routines. They promote a language-rich environment, full of curiosity, which supports children's independence. For example, staff focus on storytelling and the use of books to enhance play experiences. This helps children to develop a love of reading. Staff implement strategies to ensure communication and promote independence, resilience and confidence to help prepare children for school.

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Curriculum and teaching Expected standard

Leaders understand the importance of a quality curriculum and focus on enhancing staff knowledge to bring about improvement. Staff talk about the activities on offer and how they meet the children's individual needs. For example, they provide lots of opportunities for babies to pull themselves up and cruise, and promote independent movement, such as crawling and taking their first steps. Children feel safe and supported by staff and able to try new things in a safe environment, with staff very sensitive to their needs and little movements. Focus is given to supporting children's personal, social and emotional development, particularly in the understanding of feelings and emotions.

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Curriculum and teaching Expected standard

Staff use assessments and starting points to check what children know and can do. Activities are carefully planned to support children's developing needs and next steps in learning. Staff typically demonstrate a clear rationale for the activities they are providing and the children they are targeting. Leaders identify this as an area for further improvement, with a focus on embedding this across the setting.

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Leadership and governance Expected standard

Leaders ensure that high expectations and professionalism are embedded across the setting. They understand the context of the setting and how to support the children and families that attend. All children, including children with special educational needs and/or disabilities (SEND) and those who face barriers to learning, receive support to reach their full potential. Leaders have a clear vision for the future of the setting and how they will continue to deliver and achieve high standards of care and learning. They quickly identify areas that need additional focus, which improves outcomes for children. Consequently, all children make effective progress from their starting points and are well prepared for the next stage in their learning.

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Leadership and governance Expected standard

Staff supervision and training are a high priority, with leaders identifying and celebrating staff strengths and areas for development. They support staff to gain further knowledge. Staff are happy and feel supported in their roles. They are ambitious for children's outcomes and committed to further improving the quality of their teaching.

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Leadership and governance Expected standard

Leaders and staff work closely with parents, particularly those with SEND and who face barriers to their learning. Parents feel supported with suggestions and activities to use at home, which mirror the work that staff are implementing in the setting.

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Compulsory Childcare Register requirements

This setting has 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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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

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

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

All children are settled and reassured in the presence of their key person. Staff know the children well. They collect information about their starting points, which helps them to understand children's individual needs and wants. They can then plan unique experiences to help children learn and develop. There is lots of communication and gentle coaching from the staff to help children, especially the younger babies, to develop early language skills.

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

Staff model two-way conversation, giving time and space for children to respond. During a water play activity with bubbles, staff model blowing bubbles around the tray and babies try

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About this setting

Unique reference number (URN): 2824215 to copy the movement. This encourages early language and mouth movements. Babies look at their reflections in the mirrors and are comfortable to try and explore new things. Children are exposed to unlimited communication and language through all rooms and learn through stories. Staff provide books in all areas to help promote communication and to give children a focus for their activities. This helps children to feel excitement about stories and use familiar books to help them to explore their own storytelling.

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About this setting

Children benefit from experiences to learn about feelings and emotions and how to express these in a safe environment. They learn to share and take turns, and develop a respectful attitude to their learning and their peers. Children learn to manage their own self-care needs and develop valuable independence skills. This helps children to be well prepared for the next stage in their learning. Children learn about appropriate behaviours and boundaries. Effective routines help them to understand expectations and learn what is coming next. Trips and outings give children a secure understanding of their local area, establishing their presence within the community.

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Next steps

Leaders and staff should consistently consider the ages and stages of development of the children when planning activities. Leaders and staff should consider the arrangements for transition times, particularly at lunchtime, to avoid waiting times and minimise disruption.

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About this inspection

The inspector spoke with leaders, practitioners, special educational needs coordinator and parents 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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Address:

Type: Childcare on non-domestic premises

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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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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