Bluebell Barn Nursery

Bluebell Barn Nursery

Unique reference number (URN): 2777981 Address: The Nest, London Road, EAST GRINSTEAD, West Sussex, RH19 1QQ Type: Childcare on non-domestic premises Registered with Ofsted: 19/01/2024 Registers: EYR Registered person: S P Nurseries Limited

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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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Inclusion Strong standard

Leaders and staff consistently meet individual children's needs and support those who experience disadvantage with a proactive approach. Next steps are well planned and carefully considered to ensure ambitious learning opportunities. Leaders ensure rigorous monitoring of children's progress and adapt learning provision accordingly. Clear next steps are in place for children. Parents and staff know what skills the children are working on next. This includes planned staff training, regular support, and effective work with external agencies. Leaders adapt their approach to support vulnerable learners in creative ways, promoting wellbeing. Staff work effectively with other agencies to promote children's individual learning and identify where early intervention is needed.

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Inclusion Strong standard

Staff support the needs of disadvantaged children well, for example, those already known to social care and those with special educational needs and/or disabilities, including adapting approaches to timetabling and small-group work. Through robust monitoring systems, leaders promote the importance of regular attendance to prepare families for school. The provider consistently supports families well with settling-in processes and ongoing communication, for example through newsletters. Staff signpost families to wider services, such as community support, which improves children's health and wellbeing.

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Achievement Expected standard

Children achieve well and learn in a positive and supportive environment. They experience a calm and purposeful learning culture where they thrive with staff support. Well-designed, small-group sessions promote children's readiness for school. Children enjoy rhymes, singing and books, which support their early literacy skills as part of a well-planned curriculum. They develop key skills such as listening and attention, for example during small-group activities.

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Achievement Expected standard

Children learn early mathematics skills and concepts. This supports their learning throughout the curriculum, helping children to have the necessary skills for the next stage in their learning. The achievement of children with special educational needs and/or disabilities is supported well. Targeted support is planned to address gaps in learning. Children play outside daily, supporting their physical development through a well-equipped garden space. Children enjoy the climbing and balancing toys.

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Behaviour, attitudes and establishing routines Expected standard

Children behave well. Children approach their day positively, confidently initiating play with their friends and staff. Their emotional awareness and regulation are well supported by staff. Children are taught in small groups, which supports their confidence and resilience, ensuring they are ready for transition to school. Children have positive relationships with their peers and learn skills such as turn-taking, listening and emotional resilience. Staff have consistently high expectations for children's behaviour and give praise to children for showing positive behaviours. Staff have a consistent approach to inclusion, supporting all children, including those with special educational needs and/or disabilities, to play alongside their peers.

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Behaviour, attitudes and establishing routines Expected standard

Strategic leadership supports practitioners to be confident in using curriculum concepts alongside children's unique interests to promote engagement in learning. Children are encouraged to develop a love of learning and have a sense of belonging. Attendance is monitored well, supporting families to be prepared for school. Practitioners are working on developing a routine for the children to promote consistency. Daily routines will embed children's independence and contribute further to the school readiness focus in the pre- school room.

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Children's welfare and wellbeing Expected standard

Children show warm, caring relationships with peers and staff. Families have positive relationships with the key person for their child and have regular opportunities to share information and celebrate their child's achievements. Key persons establish supportive relationships with their children, responding well to children's personal care needs, for example at sleep times. Community events and opportunities for parents to visit the setting support children to feel part of a community. Leaders value children's wellbeing and explicitly teach emotional literacy to children through small-group work.

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Children's welfare and wellbeing Expected standard

Children who have special educational needs and/or disabilities or experience disadvantages benefit from additional support, for example increased settling-in sessions. This further establishes relationships with children and families. Children are confident and settled. They benefit from a consistent and supportive approach to attendance, setting clear expectations for future learning and school readiness. Wellbeing is considered throughout the day, promoting healthy lifestyles with nutritious meals served and individual routines supported, such as positive behaviours at sleep time. However, occasionally staff do not consistently interact with children well at mealtimes. While they support children to eat safely, children do not fully benefit in developing social skills during these daily shared experiences.

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Curriculum and teaching Expected standard

Leaders have designed a varied and ambitious curriculum with a wide range of learning opportunities for children to engage in, including creative activities and outdoor learning. Staff plan learning activities for children that embed children's existing skills well. Children enjoy these learning activities as they are of personal interest to them and help them practise the skills they have previously learned. Babies are given enjoyable opportunities to enjoy singing and stories as part of their daily routines. This contributes to an environment where all children learn new language and engage in positive social interactions.

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Curriculum and teaching Expected standard

Staff confidently teach children skills that benefit their personal, social and emotional development through focused group work. Children are confident communicators with a broad vocabulary. These sessions promote emotional awareness and resilience. Leaders support staff to design a dynamic learning environment with a range of resources for children to explore. They carefully consider children with special educational needs and/or disabilities and successfully engage them in the curriculum. Leaders support staff to provide targeted support to identify gaps in learning. Children's ongoing physical development is monitored and supported by the staff through activities focusing on fine and gross motor skills. Babies' physical development milestones are also encouraged through play, including outdoor activities.

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Leadership and governance Expected standard

Leaders provide a robust induction for new staff, further supported by ongoing supervision and professional development opportunities. Staff contribute positively to planning the curriculum, for example through their key person role. Staff wellbeing is valued through effective opportunities for development and support, which contribute to a positive working culture. Team meetings are used to support reflective practice and embed standards. Leaders support staff workload well. They are passionate about the development of future plans to extend children's learning opportunities through their developing curriculum.

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Leadership and governance Expected standard

External providers also deliver sessions for the children, including physical development focus groups. Leaders engage with the local community and promote enrichment activities through charity work, trips to the local area, and partnership work with local schools. For instance, they held open days to celebrate the opening of the new premises. These opportunities support children and their families to feel welcomed and part of a wider community. Leaders ensure a comprehensive support system is in place for children with special educational needs and/or disabilities and those who may be disadvantaged, which supports them to thrive.

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

Children at the setting experience warm relationships with staff. The role of the key person supports children's individuality, and staff spend time getting to know children as individuals. Staff adapt daily care routines to support children's experiences by providing calming sleeping areas. The setting's approach to settling in contributes to children feeling safe and secure. Children are happy and confident, supported by their key person. Staff are patient with children, and this gives them time to embed new learning and transfer skills between different learning areas.

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Address:

The Nest London Road EAST GRINSTEAD West Sussex RH19 1QQ Families maintain positive relationships through community events and trips in the local area. These additional experiences support regular and ongoing communication with parents and opportunities to celebrate their child's learning.

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Address:

Children enjoy creative and stimulating environments to explore with increasing confidence. The range of quality learning activities encourages children's individual interests, promoting their development and supporting them to learn and develop. The setting has high standards of behaviour and uses consistent daily routines to promote healthy lifestyles, including handwashing and self-care. Children interact positively with their peers and enjoy playing and developing their social skills.

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Next steps

Leaders should improve staff engagement with children during mealtimes so that children can benefit from positive social interactions during regular shared experiences.

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About this inspection

The inspector spoke with the manager, deputy manager, special educational needs coordinator, designated safeguarding lead, practitioners 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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About this inspection

A quality assurance visit by an additional inspector was carried out at this inspection. Type: Childcare on non-domestic premises

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About this inspection

Registered person: S P Nurseries Limited

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 06:00

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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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