Blossoms Day Nursery

Blossoms Day Nursery

Unique reference number (URN): 2615556 Address: 79 Beake Avenue, COVENTRY, CV6 3AQ Type: Childcare on non-domestic premises Registered with Ofsted: 25/02/2021 Registers: EYR, CCR, VCR Registered person: Blossoms Childcare Limited

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Safeguarding standards not met

Leaders have not ensured that there is an open and positive culture around safeguarding that adequately protects children from harm. Leaders and staff do not consistently follow their safeguarding policies and procedures. Staff do not identify and act on concerns about children's welfare. For example, they fail to identify and act appropriately when children present with injuries as they arrive at nursery. This means children's safety cannot be assured.

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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 Needs attention

Children are not suitably prepared for the next stage of learning. This includes disadvantaged children and those who face other barriers to their learning. Children are unable to build upon their existing skills because leaders and staff do not plan the curriculum appropriately. For example, while children take part in a creative activity, insufficient thought has been given to how this could be adapted to ensure all children gain the skills and knowledge they need. As a result, children are not able to increase their control in holding, using and manipulating range of tools, such as brushes and scissors. Children are also not making secure progress in mathematics due to the poorly planned curriculum.

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Achievement Needs attention

Children are developing listening and attention skills, when staff read stories and sing with the children. However, children's ability to develop their love for stories is limited, due to books not being easily accessible at all times. Children are developing some independent skills, such as feeding themselves and serving their own food.

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Behaviour, attitudes and establishing routines Needs attention

Inconsistencies in staff's practice and expectations of children result in children demonstrating less positive behaviours towards their learning. For example, older children are expected to use climbing equipment designed for babies, which does not provide the appropriate levels of challenge or stimulation needed. This leads to unsafe use of this equipment and children become disengaged. Staff do not demonstrate clear expectations for children's behaviour and teach children how to use equipment safely.

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Behaviour, attitudes and establishing routines Needs attention

At times, children play collaboratively with their friends, as they pretend to visit the shops and make dinner, using role-play resources. Staff do give children some praise and encouragement during daily routines and play experiences. For example, children receive praise during their creative painting activity and after they have eaten their lunch. Children are encouraged to treat each other with kindness and respect, as they take turns and share toys with each other.

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Behaviour, attitudes and establishing routines Needs attention

There are warm and trusting relationships between staff and children. Leaders work with other agencies to help meet the needs of children with special educational needs and/or disabilities. For example, children receive individualised support to help manage their emotions and behaviours. Leaders support and promote children's regular attendance, through their engagement with families.

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Curriculum and teaching Needs attention

Leaders demonstrate ambition for the curriculum and teaching, but there are weaknesses in staff's implementation. Staff do not effectively plan or provide children with activities and experiences, which are tailored to their age or stage of development. For example, older children are expected to use scissors that do not enable children to practise or develop this skill further. Younger children are expected to use brushes which are too large for them to control and manipulate safely. Staff do not promote children's confidence or enjoyment of mathematics, through daily routines or purposeful activities. While staff talk with children about their play, they are not skilled in extending children's communication and language abilities.

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Curriculum and teaching Needs attention

Children listen intently and enjoy joining in story and song times, initiated by staff. However, children do not have consistent easy access to books, so this limits their ability to develop a love of stories and practise their early literacy skills independently.

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Curriculum and teaching Needs attention

Leaders are taking action to help improve the curriculum and teaching. For example, leaders are providing staff with specific curriculum support, so they can improve the quality of education that children receive. This includes increasing the focus staff place on identifying and planning for children's next stage of learning. However, plans for improvement are all at an early stage and, therefore, it is too soon to see the impact on children's learning.

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Inclusion Needs attention

Leaders do not demonstrate a secure knowledge and understanding of their responsibilities for supporting disadvantaged children. For example, early years pupil premium funding is used for children to attend extra curriculum activities, such as Spanish and music lessons. However, this does not align with the setting's priorities for improvements, such as safe outdoor play facilities and improving the quality of teaching. Therefore, funding is not being used to have the most positive impact on children's achievement and wellbeing.

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Inclusion Needs attention

Leaders and staff receive support and advice from external professionals to help identify and provide support for children with additional needs. Leaders report that these children make progress. However, this is difficult to clarify, as children's plans are not available to view. Leaders have not identified a lead within the setting for supporting children with special educational needs and/or disabilities. Consequently, this results in a lack of coordination and consistent guidance for staff. This does not ensure children's needs are always met sufficiently or in timely manner.

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Urgent improvement

Although staff make attempts to include children in play activities, children do not always receive the correct level of support or equipment they require to fully participate in meaningful and inclusive learning. For example, staff encourage children to make room for their friends at the table, but children are then expected to use tools that are not suitable for their developmental stage and therefore limits their full participation.

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Children's welfare and wellbeing Urgent improvement

Leaders and staff do not ensure children access a safe environment. For example, children are exposed to risks in the outdoor play area, such as broken equipment, trailing wires, and low hanging berries, which children can reach. Leaders have not taken action to address these hazards. This does not prioritise children's safety. Children are supported to wash their hands before lunch. However, they are expected to share a bowl of water. This practice does not promote effective hygiene procedures and presents a risk of cross-infection to children's health.

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Children's welfare and wellbeing Urgent improvement

Other care practices, such as feeding, nappy changing and sleep times meet children's needs. Staff provide safe levels of supervision while children are eating. Children are encouraged to use manners during this social mealtime. Staff role model using 'please' and 'thank you'. Children enjoy self-serving nutritious meals, and choose which fruit they prefer after their lunch. Staff ensure children with specific dietary requirements receive the correct food.

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Children's welfare and wellbeing Urgent improvement

Children develop secure attachments with staff through warm, positive and responsive relationships. Children enjoy having a cuddle with staff. Staff recognise and acknowledge children's feelings. This supports children's sense of belonging and promotes their wellbeing.

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Leadership and governance Urgent improvement

Breaches to the early years foundation stage requirements pose risks to children's safety and their wellbeing. Leaders and staff fail to implement the setting's safeguarding policy and procedures. Children are exposed to hazards in the outdoor play area. Leaders have not identified, or taken action to address these hazards. Therefore, leaders have not acted in the best interests of the children.

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Leadership and governance Urgent improvement

Leaders have not taken sufficient action to bring about the improvements needed. For example, leaders do not ensure the curriculum and teaching is planned and purposeful for all children's needs. This does not promote a culture of ambitious expectations for all children.

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Leadership and governance Urgent improvement

Staff report a lack of support from leaders, particularly in relation to staffing arrangements and maintaining ratios. This negatively impacts on staff's workload and their wellbeing. Leaders do not have a clear oversight of the qualifications that staff hold. For example, they are unable to locate staff's paediatric first aid certificates and therefore unable to share these with parents, if requested.

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Leadership and governance Urgent improvement

Staff receive some training to help them carry out their roles successfully, such as safe- sleep training. However, staff do not make appropriate use of their professional development to offer quality learning and development experiences for all children.

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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

Children's health, safety and wellbeing are compromised. Leaders and staff do not consistently follow their safeguarding policies and procedures. Staff do not obtain relevant information in a timely manner to help protect children's safety. Children are exposed to risks in the outdoor and indoor play areas, due to leaders and staff not taking the necessary action to keep them safe. Children are not consistently taught appropriate health and hygiene practices, such as handwashing. Leaders do not ensure all children's learning needs are met. For example, younger and older children are grouped together, where play experiences are inappropriate and become unsafe at times.

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

Children with special educational needs and/or disabilities, receive support from external early years advisors and staff within the setting. However, staff are unable to clearly demonstrate the impact of this support on children's learning and developmental progress, as staff do not have access to children's individualised learning plans.

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

Children enjoy taking part in creative activities, such as painting. However, staff do not accurately identify and differentiate learning to each child's different age and stage. Children are not always provided with suitable equipment, such as, appropriate sized paint brushes. Children do not use scissors safely, due to a lack of staff support and supervision. Some children are either disengaged with the resources available to them or using these inappropriately. This means that children's ability to achieve well across all areas of learning is limited.

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

Interactions between children and staff are warm and caring, which help children develop positive social skills and build friendships. Children are encouraged and supported to develop their independence skills, such as self-serving their dinner onto their plates, and cleaning their own face after lunch. Children enjoy listening to stories and actively joining in with song times.

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Next steps

The provider is not meeting the requirements of the Early years foundation stage and Childcare Register and Ofsted intends to take enforcement action.

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Next steps

We will issue a Welfare Requirements Notice requiring the provider to have taken the following actions by the assigned date:

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Action Completion Date

implement robust safeguarding policies and procedures to keep children safe from harm, with particular regard to procedures when children arrive with existing injuries 07/08/2026

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Action Completion Date

take all reasonable steps to ensure children are not exposed to risks 07/08/2026

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Action Completion Date

implement effective hygiene procedures, with particular regard to handwashing, to help prevent cross-infection 07/08/2026

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Action Completion Date

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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Action Completion Date

improve the arrangements in place for children with special educational needs and/or disabilities (SEND), including identifying a member of staff to act as a special educational needs coordinator. Ensure they have the knowledge, understanding and skills to make a positive difference for children with SEND 02/10/2026

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Action Completion Date

improve the curriculum design, so it is clear what leaders and staff want children to know and be able to do across all areas of children's learning and development 02/10/2026

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Action Completion Date

improve the quality of teaching to ensure the curriculum is taught well. Ensure teaching is tailored to children's individual needs and stages of development 02/10/2026

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Action Completion Date

improve the organisation of activities and set clear expectations to help children behave in more positive and safe ways 02/10/2026

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Action Completion Date

improve the leadership and management oversight of all practice. Ensure staff undertake appropriate training and use this to continually improve the quality of care and education children receive 02/10/2026

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About this inspection

The inspector spoke with leaders, and practitioners, 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

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Blossoms Childcare Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 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

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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