Blooming Years Nursery & Pre-school

Blooming Years Nursery & Pre-school

Unique reference number (URN): 2820985 Address: 9 Heathfield Road, Croydon, CR0 1EY Type: Childcare on non-domestic premises Registered with Ofsted: 02/12/2024 Registers: EYR Registered person: The London Day Nursery Company 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 create a highly inclusive culture by identifying all children's individual needs at the earliest stage. They gather important information from parents and carers and understand the backgrounds children arrive from. This includes children with special educational needs and/or disabilities (SEND) and those from disadvantaged backgrounds or with barriers to their learning. Staff use ongoing observation and assessment to recognise emerging needs so they can put swift, targeted support in place. They work closely with a range of professionals, including physiotherapists and occupational health therapists, to ensure support is in place. This ensures that these children make rapid progress from their starting points.

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Inclusion Strong standard

Leaders ensure staff working with children with SEND receive training and are equipped with skills to provide extra support prior to formal referrals. For example, for children who have communication and language delays, they offer targeted group language sessions. Leaders establish excellent partnerships with professionals in the local authority to reflect on and continuously adapt the environment they offer. This helps ensure that any limits to children with SEND accessing the curriculum are reduced. Leaders use early years pupil premium funding to purchase garden resources and physical development training. They have designed a new physical education programme. The programme will equip staff to deliver physical activity across the week and enable children from disadvantaged backgrounds to participate fully alongside their peers.

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Achievement Expected standard

All children, including those with special educational needs and/or disabilities and those with any barriers to their learning, are progressing well from their starting points. Children show high levels of confidence, taking the lead during play and speaking about their emotions in group sessions. Children have built learning over time. Babies develop motor skills, squeezing paint between their hands. Toddlers manipulate play dough and use mark-making tools. Older children confidently write their names and develop firm skills for emergent reading and writing. They help set up for lunch, placing their friends' water bottles on the correct place mats by recognising their written names.

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Achievement Expected standard

Children who are starting school are well prepared. They collaborate with others and show independence as they complete self-care and routine tasks. Older children line up to collect plates and cutlery, which they use appropriately.

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Behaviour, attitudes and establishing routines Expected standard

Children's behaviour across the setting is typically positive. Staff build firm relationships with children, where they model respect and offer them praise. Children use good manners at appropriate times and show a positive attitude to their learning. Staff use visual prompts to support babies to communicate their feelings and older children show care and consideration for others. Staff embed firm routines with children, and provide age- appropriate prompts to tidy up and explain what is happening next. For example, babies select pictures that represent parts of their routine and stick them on the board, and older children line up well to wash their hands before meals.

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Behaviour, attitudes and establishing routines Expected standard

Leaders have clear expectations for how staff use positive reinforcement to manage children's behaviour. Staff gently remind older children to use their 'walking feet' and 'kind hands'. Staff support children to share and manage their own conflicts. They teach children about good and bad choices and what a consequence is. However, there is inconsistency in how staff promote positive behaviour in age-appropriate ways for the youngest children. For example, some staff do not consistently use positive language to promote behaviour. Leaders manage attendance and punctuality effectively, with robust monitoring processes in place. This ensures that all children, including those with any barriers to learning, can access their full sessions.

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Children's welfare and wellbeing Expected standard

Children settle quickly into the safe, welcoming environment where they feel emotionally secure. Children have close bonds with staff, who offer consistent reassurance and support their individual needs. For children with any barriers to their learning or those who may become overwhelmed, staff use swift strategies to help them manage their feelings. For example, they encourage older children to use breathing techniques to help them feel calm, and they cuddle and sing with babies to comfort them.

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Children's welfare and wellbeing Expected standard

Children typically develop an understanding of how to keep themselves healthy and safe. They wash their hands at appropriate times with support, and older children confidently look in the mirror to brush their teeth after lunch. Children benefit from nutritious, healthy meals prepared by the chef, and children comment how much they enjoy their food. At mealtimes, staff remind older children to finish eating before talking and encourage toddlers to regularly drink water. However, teaching about healthy choices is not consistent for all children. For example, during mealtimes, staff do not consistently teach children about the benefits of the food they eat to help them establish healthy habits for the future. Children access the garden every day to get fresh air and enhance their overall wellbeing. This also benefits children who may not have regular access to outdoor spaces.

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Curriculum and teaching Expected standard

Leaders plan and design an ambitious curriculum that meets the individual needs of children who attend. They provide a wide range of experiences covering the breadth of the curriculum with a firm focus on the 3 prime areas of learning. Children's personal, social and emotional development is prioritised, giving them a secure base for future learning. Staff weave core books into activities. They build on children's knowledge through sensory and imaginative activities and use discussion time to recall stories. The well-designed outdoor area gives all children, including those with special educational needs and/or disabilities, the opportunity to challenge their physical skills and develop their understanding of the natural world.

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Curriculum and teaching Expected standard

Staff include mathematics in play and routines. Older children count as they climb stairs, toddlers use quantity and size language when playing with water, while babies count during songs. Leaders monitor and model staff teaching regularly. However, there is further scope to extend younger children's learning, for example by offering a more flexible routine and following their natural curiosity during play. Children are keen to be independent. Babies attempt to put on their aprons and older children self-serve meals and confidently dress themselves.

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Leadership and governance Expected standard

Leaders have a clear vision and accurately identify the setting's strengths and acknowledge areas of development. They are committed to providing high-quality care and education consistently for every child. Staff typically report that their wellbeing is well supported and discuss how professional development is improving their practice. Leaders have recently begun to identify some aspects of practice in the nursery that they want to improve, especially with younger age groups. They are becoming a more visible presence within rooms to model practice and are developing an accurate oversight to ensure staff receive personalised training and support. However, the arrangements for evaluating and addressing areas for development are not yet consistent. This means that actions to build on practice are not implemented as swiftly as they could be.

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Leadership and governance Expected standard

Leaders foster effective partnerships with parents and carers. Leaders plan to strengthen this further by introducing parenting support programmes. They plan to provide guidance on internet safety, challenging behaviour at home and how to manage screen time. Parents speak highly of staff and the fantastic support for children with special educational needs and/or disabilities. Leaders have an excellent understanding of how best to spend additional funding for disadvantaged children. They regularly review the impact and make thoughtful adjustments to ensure these children consistently make excellent progress.

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Leadership and governance Expected standard

Leaders establish excellent links with the local authority and share in-house documents to support best practice across the borough. Leaders stay up to date with relevant updates and put immediate action in place. For example, following recent safe sleep guidance, they have reviewed sleeping arrangements and introduced a safer sleep audit.

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

Children arrive happy and are greeted warmly by adults. They settle in well and are keen to join the activities on offer. Younger children become engaged in role play with dolls, and older children join water activities with enthusiasm. Kindness is embedded in the ethos of the setting. Children form close friendships with their peers and play alongside each other cooperatively. Relationships with staff are strong and caring. Babies receive comfort with cuddles and older children experience kind interactions. This helps them feel safe and secure and supports their overall emotional wellbeing.

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

Children are familiar with routines and confidently explore the environment. In the garden, babies develop emerging physical skills, and older children navigate space using bikes and push toy prams across paths. Children are highly independent. Babies select breakfast cereals of their choice, and older children complete hygiene tasks with ease. A love of reading is evident across the nursery. Babies listen to stories with intent, and older children independently read outside. Children sing favourite rhymes and songs during group times. This supports their growing communication and social skills. Children benefit from fun group activities that help teach them about sharing and turn-taking.

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

All children progress well from their starting points and are well prepared for the next stage in their learning. Children with special educational needs and/or disabilities, those from disadvantaged backgrounds and those with any other barriers to learning, thrive. They seamlessly access the environment because staff thoughtfully adapt it and swiftly identify any gaps in their knowledge.

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Next steps

Leaders should embed clear and consistent age-appropriate approaches for promoting positive behaviour with younger children. Leaders should embed teaching that consistently deepens children's understanding of healthy lifestyles and motivates them to develop long-lasting habits that support their wellbeing. Leaders should establish consistent arrangements for evaluating and addressing areas of practice that need to be developed, so that capacity for continuous improvement is built and sustained.

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About this inspection

The inspector spoke with leaders, practitioners and the special educational needs coordinator 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

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: The London Day Nursery Company Limited

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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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Total number of places

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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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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