Flower Pots Day Nursery

Flower Pots Day Nursery

Unique reference number (URN): 2498862 Address: 188 Wycombe Road, Prestwood, Great Missenden, Buckinghamshire, HP16 0HJ Type: Childcare on non-domestic premises Registered with Ofsted: 13/02/2019 Registers: EYR Registered person: Flower Pots Day Nursery Childcare Ltd

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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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Children's welfare and wellbeing Expected standard

Children's wellbeing is central to the setting's ethos. Staff form nurturing and trusting relationships with children. Typically, this helps children to settle quickly and explore and learn confidently in a safe environment. Staff show genuine care for all children and build close attachments with them. They create a culture in which children feel able to express themselves freely. Generally, children with special educational needs and/or disabilities, as well as those who face barriers to learning, develop secure bonds with staff. For example, staff gently reassure children who find social situations difficult and talk to them about their feelings.

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Children's welfare and wellbeing Expected standard

Staff actively promote health and hygiene practices, encouraging children to follow them independently, such as washing their hands before lunch. Their interactions are supportive and help all children to have a go at feeding themselves.

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Children's welfare and wellbeing Expected standard

Children benefit from regular access to the outdoors and enjoy the fresh air. They enthusiastically climb and clamber over an obstacle course, crawl through tunnels and jump over equipment. Staff talk to children about how physical activity keeps them healthy and discuss how their hearts beat faster as they move. Children also benefit from a healthy and balanced menu. Staff encourage children to try new foods and talk about what they are eating. This helps children to build positive relationships with food and make healthy choices.

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Achievement Needs attention

Some children do not extend their learning effectively due to weaknesses in practice. As a result, although they make some progress from their starting points, opportunities to build on what they already know are not consistent. Consequently, not all children make the progress they are capable of.

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Achievement Needs attention

Children are independent, happy and settled in the setting. They take part in a wide range of activities and show curiosity and enthusiasm when sharing their ideas. For example, older children enjoy cosy story times with adults, lying together to share a book. Babies happily babble and practise their early walking skills as they select pretend food from the role-play area.

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Achievement Needs attention

Older children demonstrate an understanding of daily routines. They help to collect their cups for snack time and wait patiently for their turn. Children develop early mathematical knowledge, confidently counting as they build train tracks and holding up 4 fingers when asked, 'How many?' Younger children enjoy construction activities that help them to develop an early awareness of positional language and quantity. Overall, children develop many of the skills they need for school. However, their achievement across the setting remains inconsistent.

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Behaviour, attitudes and establishing routines Needs attention

Children are not always clear about what is expected of them because staff do not consistently follow through on the routines they have introduced. For example, when moving from outdoors to indoors, staff give unclear instructions. This leads to some children ignoring the request or refusing to follow it. As a result, routines are not established effectively, and children do not fully understand the expectations for their behaviour.

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Behaviour, attitudes and establishing routines Needs attention

Overall, children appear to enjoy their time at the setting. They benefit from the care and attention they receive from staff, who are warm and supportive towards all children. At times, some staff take children's ages and stages of development into account and support them to regulate their emotions. For instance, staff quickly notice when babies become unsettled and use gentle distraction techniques to help them to calm. However, this level of responsiveness is not consistent across the nursery.

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Behaviour, attitudes and establishing routines Needs attention

Leaders have systems in place to track children's attendance. They routinely review children's attendance patterns and work with parents and carers to ensure information is up to date. However, leaders do not always identify when some children, particularly those who face barriers to learning, may benefit from adapted attendance patterns to better support their needs.

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Curriculum and teaching Needs attention

Leaders have recently introduced a new curriculum. They recognise that it is not yet fully embedded across the nursery. The quality of teaching is variable, and inconsistencies in curriculum implementation are evident. Some children benefit from a well-sequenced approach. For example, staff support babies' early language development by repeating simple words, such as 'drink' and 'finished', to help widen their vocabulary. However, other staff do not consistently extend children's play through purposeful interactions. In the garden, for instance, some staff wander between activities without engaging with children, adopting a largely supervisory role. As a result, children are not consistently supported through modelling or questioning to support their development, particularly in communication and language.

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Curriculum and teaching Needs attention

Staff use ongoing assessment to identify children's starting points and next steps in learning. However, they do not consistently use this knowledge to adapt teaching effectively for disadvantaged children or those who face barriers to learning. For example, although staff can identify when children require additional support with speech and language, they do not have strategies in place to meet these needs effectively.

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Curriculum and teaching Needs attention

Children develop physical skills well across the nursery. Staff hold babies' hands and encourage them to walk to the garden. Toddlers enjoy wheeling bicycles around the outdoor track. Older children confidently run and play with friends. Children also develop secure social skills and enjoy spending time with their peers.

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Inclusion Needs attention

Leaders do not focus sufficiently on removing barriers to learning for all children. Staff do not consistently consider each child's individual needs or provide appropriate support. This includes adapting routines, adjusting the learning environment and tailoring teaching so that all children can make the progress that they are capable of. For example, staff recognise that some children, such as those who speak English as an additional language, require support with communication and language. However, they do not consistently promote this during children's play. As a result, these children often play alone for extended periods with limited interaction. This does not support the development of early speech skills effectively. Leaders acknowledge the need to strengthen the professional development programme to ensure that timely support for children is secured and implemented well.

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Inclusion Needs attention

The provision for some children with special educational needs and/or disabilities is more consistent than the provision for other children. Staff typically identify children's needs through observation and carry out regular assessments to pinpoint any gaps in learning. For these children, leaders work closely with external professionals, including speech and language therapists and local authority advisers. They use their guidance to enhance practice.

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Inclusion Needs attention

Overall, leaders build positive relationships with families to promote collaborative support. However, the attendance of some vulnerable children remains inconsistent. Leaders' monitoring and evaluation systems are not yet precise enough to demonstrate the impact of current strategies or to ensure swift adjustments when needed.

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Leadership and governance Needs attention

Systems for leadership oversight are not yet sufficiently effective in securing consistent improvement in practice. Although leaders have a clear vision for the curriculum's intent, staff do not consistently receive the support they need to implement it well. Leaders have identified training needs to develop staff skills. However, they do not consistently role-model expectations or support those staff who are still learning how to apply these in practice. Nevertheless, some staff do access training to develop their knowledge, such as specific training on baby development. This has had a positive impact on their understanding of early development and their confidence in meeting babies' needs.

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Leadership and governance Needs attention

Leaders' supervision, monitoring of practice, coaching and wider professional development opportunities are not yet effective. They do not strengthen staff knowledge and skills well enough, which slows the pace of improvement. Leaders have identified some areas for development within the nursery and have begun to take steps to address them. For example, they have recently created a new baby room to provide younger babies with a calm and spacious environment that supports their individual routines. However, plans for other areas of improvement are still at an early stage and have not yet had the required impact. For instance, the nursery's approach to establishing consistent routines for children is not yet effective. Nonetheless, staff appreciate the support that leaders offer for their wellbeing.

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Leadership and governance Needs attention

Partnerships with parents and carers are effective. Parents describe staff as friendly and supportive. They say their children develop confidence and social skills. Staff use an online app to share information about children's learning. Parents value the detailed handovers they receive at pick-up time. This contributes to effective communication between home and the nursery. It also helps parents to feel well informed about their children's experiences and progress.

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

The curriculum is not consistently ambitious enough to ensure that all children, including those with special educational needs and/or disabilities and those facing other barriers to learning or wellbeing, make the progress they need in preparation for the next stage of development. The quality of children's day-to-day interactions varies. Some staff do not consistently use these moments to extend children's learning. Staff do not prioritise children's communication and language development consistently across the nursery. This means that children do not have consistent opportunities to deepen their understanding, broaden their vocabulary and strengthen resilience in their learning. Even so, children are happy and enjoy attending the nursery. They form warm and trusting relationships with staff, who give them gentle cuddles when they need it.

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

During transitions between activities, staff do not apply their expectations for children's behaviour consistently. This lack of consistency can disrupt routines for all children and, at times, leads to a disorderly environment. Despite this, children enjoy exploring their surroundings and the wide range of activities available. For example, older children confidently build towers and measure them to see if they can make them 'higher'. Younger children giggle with delight and babble to their key persons as they experiment with drawing using crayons. These experiences help children to develop positive attitudes to their play.

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

Children enjoy spending time outdoors, where they have rich opportunities to explore, climb, construct and engage in imaginative play. Such experiences support children's physical development, creativity and cooperation. Many children show growing confidence and independence as they manage self-care routines, such as handwashing, pouring drinks and, for babies, feeding themselves with spoons.

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Next steps

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

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Action Completion Date

monitor and improve the delivery of the curriculum to support staff to consistently extend children's learning through high-quality interactions across the setting 12/06/2026

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Action Completion Date

ensure that all staff undertake appropriate training, supervision sessions and professional development so they can fulfil their leadership roles effectively and consistently meet all children's individual needs 12/06/2026

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Action Completion Date

implement effective systems to monitor practice and ensure that improvements are identified and addressed swiftly, to foster a culture of continuous improvement 12/06/2026

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Action Completion Date

support staff to implement routines and manage children's behaviour more consistently to promote children's understanding of the expectations for their behaviour 12/06/2026

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Action Completion Date

ensure that leaders support staff to swiftly identify children's individual needs and/or any barriers to learning and implement adaptations to ensure children make the progress of which they are capable of. 12/06/2026

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About this inspection

The inspector spoke with leaders, staff, parents, carers 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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Address:

188 Wycombe Road Prestwood Great Missenden Buckinghamshire HP16 0HJ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Flower Pots Day Nursery Childcare Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:30

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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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