Blossom & Bloom Childcare

Blossom & Bloom Childcare

Unique reference number (URN): 2834391 Address: 93 Humber Enterprise Park, Baffin Way, Brough, HU15 1YU Type: Childcare on non-domestic premises Registered with Ofsted: 01/04/2025 Registers: EYR Registered person: BLOSSOM & BLOOM CHILDCARE LTD

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Achievement Strong standard

Children are highly motivated to learn at this nursery. They listen and ask questions with confidence to further their learning. Children listen and learn from their friends. This means that children make excellent progress from their starting points at nursery and are very well prepared for school when they leave.

p.2

Achievement Strong standard

Children benefit from additional transition visits when needed. This ensures all children have time to adapt to different environments and foster secure relationships with new friends when they move between different stages of learning. Therefore, they feel confident and able to learn.

p.2

Achievement Strong standard

Children show perseverance when they are learning to cut out with scissors. They take time to use control and keep themselves safe. Children show a sense of pride when they complete the task. This demonstrates children's high levels of confidence and self-esteem. Children are keen to help set the table for mealtimes. They listen attentively and focus on the task, showing confidence and independence.

p.2

Achievement Strong standard

Children benefit from being supported in small groups with staff when they first move rooms. This gives them confidence to explore independently when they are ready.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children arrive at nursery and enjoy accessing the well-resourced library with their parents. Parents are keen to borrow books so they can share them with their children at home. Children have the opportunity to visit the library during the day. They share books together and tell their friends which books they have at home.

p.2

Behaviour, attitudes and establishing routines Strong standard

Babies and young children snuggle in with their key person in the nurturing sleep room. The calm and harmonious atmosphere helps children to feel safe and secure. Children's individual routines are consistently followed, and nursery routines are well established.

p.2

Behaviour, attitudes and establishing routines Strong standard

Staff talk to children about going to school. Books and photos are shared that prepare children for their next stage in learning. Children talk excitedly about who they are going to school with and what they will be doing. Staff work with other settings children attend to ensure progress in learning is shared and continues to move on.

p.2

Behaviour, attitudes and establishing routines Strong standard

Older children focus on their own learning but also support their peers in a respectful way when needed. For example, children complete several puzzles. However, they are keen to support children next to them when they need some help. Children accept this help, and then they continue to do puzzles together.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children know to tidy away resources when appropriate and are keen to help each other and take part in this embedded part of the nursery routine. As part of the mealtime routine, children proudly help by giving out utensils to their peers. Children understand that they take turns to do this and accept when it is another child's turn. Children are given time to focus on their work and on completion know where they can display it. They show great pride in their work and are confident to share their achievements with staff and their friends.

p.2

Children's welfare and wellbeing Strong standard

Leaders prioritise children's welfare and wellbeing. Staff talk to parents when they drop their children off at nursery and use this shared knowledge to provide care and support that meets children's individual needs. For example, if children have not slept well, they are offered rest.

p.3

Children's welfare and wellbeing Strong standard

Leaders have highly effective procedures in place to promote children's safety and wellbeing. They share information regularly with parents to support this in the home and in the community. For example, staff talk to parents about accessing the internet safely. Leaders regularly review accidents and incidents in nursery to inform any changes that are needed.

p.3

Children's welfare and wellbeing Strong standard

Children settle quickly when they arrive at nursery. Staff know the children well, and their routines are swiftly established through close partnership working with parents.

p.3

Children's welfare and wellbeing Strong standard

Leaders prioritise extensive opportunities for outdoor play and physical activity. Children have space to run and skip and play hide and seek. Children enjoy playing ball together and balancing confidently with their arms stretched out. Children are keen to show others the sunflowers they have grown and how they spray them with water to make them grow taller. Children have the opportunity to make healthy choices for food and drink. Children take increasing responsibility for their own self-care in nursery.

p.3

Children's welfare and wellbeing Strong standard

Babies and young children enjoy looking in mirrors while watching staff wipe their faces clean. They hold the flannel and, with support, wash their own faces. Older children have the opportunity to talk about cleaning their teeth and why they need to do this.

p.3

Inclusion Strong standard

Staff consistently show high levels of engagement with parents. This means the nursery is aware of any challenges to children accessing their education. Staff and leaders communicate effectively through regular professional discussions to ensure any barriers to learning can be robustly monitored to ensure timely support is put in place.

p.3

Inclusion Strong standard

Children benefit from a separate sensory room, where staff support small groups of children. This enables them to quickly identify any emerging needs and ensure any support is received swiftly. Children continually receive high levels of individualised support and guidance through the leaders' meticulous approach to promoting inclusion. Plans to further develop the outdoor spaces clearly show all children's needs have been carefully considered.

p.3

Inclusion Strong standard

Leaders have a secure understanding of the needs of any disadvantaged children in this nursery. Through monitoring the use of any funding, leaders can ensure it has a positive impact on all children's achievement and wellbeing. Leaders are quick to identify any

p.3

Expected standard

additional support needed for children. They work well with other agencies and professionals to ensure children receive effective support and guidance when necessary.

p.4

Leadership and governance Strong standard

Leaders continually analyse the strengths of the nursery and what further developments can be made. For example, leaders have identified a need to develop a room for older babies. This was responsive to childcare need and also to support staff to provide focused learning for a small group of children before they progressed to the toddler room. Leaders know this has impacted positively on children's progression moving through nursery. Leaders are keen to share further plans to develop a larger outdoor space for the youngest children.

p.4

Leadership and governance Strong standard

Leaders continually monitor the quality of teaching and are swift to act and implement clear action plans with staff to address any weaknesses. These plans are regularly reviewed and monitored to ensure progress is made.

p.4

Leadership and governance Strong standard

All staff show respect and professionalism in nursery. Staff speak of regular support from leaders through supervision, staff meetings and discussions in the room. They know what their targets are and how to achieve these.

p.4

Leadership and governance Strong standard

Leaders skilfully observe staff's practice. They accurately share with staff strengths and areas they can develop further. This is embedded practice, and professional discussions take place with staff, giving them the opportunity to contribute.

p.4

Leadership and governance Strong standard

Staff are involved in the review of resources in the room to meet the children's needs. Through room meetings, decisions are made as to what will positively impact children's education and care.

p.4

Leadership and governance Strong standard

Leaders have consistent positive engagement with parents, securing the best education and care for the children. For example, parents bring into nursery fresh vegetables they have grown at home. Parents are fully involved in decisions regarding children's transitional arrangements. Parents share that they are inspired by what the nursery offers their children, and these ideas have informed what they offer their children at home.

p.4

Curriculum and teaching Expected standard

The curriculum design is generally sequenced well through the nursery. For example, young children giggle when staff count their fingers and toes. They are then keen to count their own fingers. Older children place cauldrons in size order and confidently say which is the smallest and the biggest. However, the high-quality teaching is not consistently woven throughout all aspects of practice to expertly focus on what children need to learn next. For instance, some activities are too fast paced for children to support them to consolidate their thinking skills. Leaders and staff plan a curriculum based on what children know. Staff use books and rhymes to support children's communication skills and introduce new language. For example, when children show an interest in jungle animals, the environments and resources are well thought out to support learning. Children move the 'jungle animals' in and out of the

p.4

Curriculum and teaching Expected standard

'swamp' and use binoculars to look for more 'jungle animals' that may appear. Staff introduce language and use books to explain the context. Children then confidently repeat the words and ask questions, which shows they benefit and broaden their understanding of the world around them.

p.5

Curriculum and teaching Expected standard

Leaders ensure the curriculum is typically taught well, through observations and discussions with staff. Leaders have clear plans in place to focus on improvements needed.

p.5

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

Children are deeply cared for in this welcoming nursery. Children are confident to explore the well-resourced environments. They are keen to learn alongside their friends and are proud to help each other. Children work together to solve problems. This includes how to fix a ladder on to the pirate ship. However, they can ask staff if needed. They respect the resources and are keen to tidy away together. Children develop increasing independence and show pride in setting the table at mealtimes. They show that they feel safe and secure to move through nursery and on to their next stage of learning. This is due to established transitions.

p.5

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

Children enjoy a range of experiences that stimulate their interests. They show enjoyment as they take part in yoga sessions. This helps to support their physical development. Children learn about the habitats of jungle animals through books. They have opportunities to re-enact this through the use of binoculars, cameras, puppets and imaginative swamp wetland toys in a tuff tray. Young children explore sensory resources and mirrors. Children enjoy visits to the nearby care home and developing their understanding of the wider world.

p.5

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

Children develop communication and language skills through reading a wide variety books, as well as through songs, rhymes and discussions with staff and their peers. Children enjoy choosing books to read with each other in the nursery library. They participate in role-play games. For instance, they choose animals and confidently make the sound the animal makes and take them to the 'farm' where they live. Older children confidently talk about number and how many they have left to cut out.

p.5

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

Children play and learn in an inclusive environment where their individual needs are understood and supported. Families are valued as partners in children's learning, and

p.5

Address:

93 Humber Enterprise Park Baffin Way Brough HU15 1YU

p.6

Address:

Type: Childcare on non-domestic premises

p.6

Address:

Registration date: 01/04/2025 attendance is well promoted. Parents are inspired by their children's experiences at nursery, and this informs the home learning experiences they offer their children. Staff work closely with parents and other professionals to help reduce barriers to children's learning and wellbeing. As a result of this, children, including those with special educational needs and/or disabilities, those who speak English as an additional language and those who face other barriers to their learning, are supported to participate fully in nursery life and benefit from the opportunities available to them.

p.6

Next steps

Leaders should continue to ensure all teaching and interactions are highly effective in embedding the curriculum design so that exceptionally high standards in the curriculum and teaching can be sustained.

p.6

About this inspection

The inspector spoke with managers, practitioners, special educational needs coordinator, parents and children during the inspection.

p.6

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. Registered person: BLOSSOM & BLOOM CHILDCARE LTD

p.6

About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

p.7

About this inspection

Local authority: East Riding of Yorkshire

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

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.

p.8

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

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 .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8