Apple Blossom NurseryOfsted report card, 15 Sept 2026

Apple Blossom Nursery

Unique reference number (URN): 2780088 Address: Purton Methodist Church, Play Close, Purton, Swindon, SN5 4DP Type: Childcare on non-domestic premises Registered with Ofsted: 08/03/2024 Registers: EYR Registered person: Apple Blossom Nursery 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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Achievement Expected standard

Children generally make steady progress across all areas of learning. This includes children with special educational needs and/or disabilities and those who face barriers to their learning. Children are fluent in expressing their ideas. They make choices and engage in meaningful conversations with staff and their peers. All children, including those who face barriers to learning and have special educational needs and/or disabilities, make progress in communication and participation. They take part in routines, play and learning alongside their peers. This develops their confidence and ability to participate in nursery life.

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Achievement Expected standard

Older children gain useful knowledge and skills in preparation for school. They demonstrate growing independence and develop early mathematical and literacy knowledge. For example, children use an easel outside to paint numbers up to 10. They enjoy spending time outdoors in the fresh air. Here, they develop their physical skills, such as jumping, running and climbing. Staff encourage children to get involved and build confidence to try something new. As a result, children are developing perseverance and resilience. Overall, children are well prepared for the next stage of their learning and development, including their move on to school.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff promote positive behaviour and clear routines across the nursery. Staff help children understand what is expected of them. Children build warm relationships with their key person and other trusted adults. This supports them to feel settled and supported. Songs, visual prompts and familiar routines help children understand what is happening next and support smooth transitions throughout the day. Children show excitement for the setting's welcome time and show their familiarity with the songs and actions.

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Behaviour, attitudes and establishing routines Expected standard

Typically, children have opportunities throughout the day to develop their independence. For example, children are encouraged to put on their puddle suits and wellies to play in wet weather. However, staff do not consistently provide opportunities for children to develop independence in relation to age and stage of development, such as pouring drinks independently at snack time. This limits children's chances to develop the skills they need for the next stage of learning, including going to school.

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Behaviour, attitudes and establishing routines Expected standard

In this setting, children have a positive attitude to learning and enjoy taking part in their nursery day. Staff model kindness, respect and turn-taking throughout the day. They act as positive role models for children. For example, they support children to take turns with the cars when they are using the racing track. Staff use calm and effective strategies to help children regulate their behaviour. For example, they give children quiet spaces to unwind and provide activities to help children refocus. Leaders promote the importance of attendance. They work closely with parents and carers to support this. Staff follow up absences promptly. They contact families within the agreed time frame and communicate regularly with parents of children who are unable to attend.

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Children's welfare and wellbeing Expected standard

Leaders and staff provide nurturing care that supports children's welfare and wellbeing. Staff use daily routines to support children's care needs. Children receive responsive support that reflects their individual needs and circumstances. Leaders also support families when they experience difficulties. Staff work closely with parents and carers to understand children's routines, preferences and needs. Key persons establish secure and trusting relationships with children. This enables staff to support children's emotional wellbeing.

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Children's welfare and wellbeing Expected standard

Staff teach children safe practices and help them learn to manage risks themselves. For example, staff support children in managing risk on outdoor climbing frames. Children are supported to manage their own self-care appropriately. For example, children understand when they need to wipe their nose, and most do this independently. Staff support children who are at an earlier stage of development. They are alert to the risks associated with choking and give gentle reminders to children about staying seated until they have eaten their food. They support children to recognise their own needs. For example, staff offer children quiet spaces to rest when they don't typically go to sleep at nursery.

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Children's welfare and wellbeing Expected standard

Most children recall what they have learned about their own health and wellbeing. For example, they wash their hands before mealtimes and know the routine of getting their lunch box and water bottle. Leaders and staff use guidance to support parents in making healthy choices for their children's packed lunches. Mealtimes are calm and sociable. Staff sit with children, model positive interactions and encourage conversation. Staff encourage children to make healthy choices and engage them in discussion about different food groups. Staff do not consistently extend children's understanding of how to keep their bodies healthy during mealtimes through meaningful discussion. As a result, children do not develop a deeper understanding of the positive choices they can make to support their health and wellbeing.

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Curriculum and teaching Expected standard

Leaders have an accurate understanding of their curriculum and teaching, with a clear understanding of their areas for improvement. They have created an inclusive curriculum that supports children to develop in relation to their stage of development. Leaders build on children's interests, routines and next steps. They have an accurate view of what they want children to learn and how this learning should build over time. Staff sit at children's level and are responsive, model language and give them time to respond. This gives children the space they need to explore their thoughts and for staff to meaningfully extend their learning.

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Curriculum and teaching Expected standard

Teaching is typically effective in this setting. Leaders and staff place a clear focus on communication and language throughout children's play. For example, they provide additional vocabulary as children explore different types of fish and discuss whether they look like the fish, 'Tiddler', from the story. Staff give children time to be inquisitive and to further their own knowledge during play. For example, during water activities, staff encourage children to explore the variety of resources and to think about what they could do next.

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Curriculum and teaching Expected standard

Staff use children's interests effectively to make learning meaningful. For example, staff build on children's interests within the nursery to help develop their knowledge of cause and effect. Children use a spinning resource to test what happens when they put small objects on top. Staff make use of opportunities to teach children about their wider community. For example, children notice a postman, and staff encourage them to discuss and share whether they could be delivering letters or parcels.

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Inclusion Expected standard

Overall, leaders identify children's needs quickly and accurately. They monitor their development to identify any changes. A focus on communication with parents and carers supports leaders in understanding children's initial needs. This ensures that any support is implemented quickly. Baseline assessments enable leaders and staff to understand children's starting points and plan appropriate next steps. Due to the small size of the setting all staff know children well. This ensures that resources available always support children's next steps. Staff are developing their understanding of the specific needs of children with special educational needs and/or disabilities (SEND). However, this is not yet consistently reflected in practice, which can affect how fully some children engage in learning and play.

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Inclusion Expected standard

All children, including those who experience disadvantage and/or those with SEND, are supported well. This reduces barriers to learning. Leaders and staff have high expectations for children. They work with other agencies when appropriate to gain advice on how to best support the children and their family needs. Funding is appropriately used to ensure that children's needs are met and they are making progress. For example, leaders use funding for additional staff or to buy resources to support the children's development, such as climbing apparatus.

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Inclusion Expected standard

Children learn to respect the environment and to be kind to living things. For example, staff model how to carefully place rocks back down after lifting them to look for woodlice. Children involve their peers in play and are kind to one another. For example, children play doctors and get blankets for the patients. Children check in on each other by saying phrases, such as 'Are you feeling comfier now'.

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Leadership and governance Expected standard

Leaders have created a positive and open working culture that enables staff to continue to develop their skills and knowledge, while supporting their wellbeing. Staff say they enjoy working at the setting and can ask leaders for help if they need it. Leaders prioritise the induction and supervision of staff. They provide regular support through coaching and mentoring. For example, leaders carry out observations and provide staff with constructive feedback to improve practice. Leaders promote an open and positive culture and have a clear vision for the nursery's continued development.

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Leadership and governance Expected standard

Leaders create a warm and nurturing environment. Children, families and staff feel valued and welcomed. Parents and carers speak highly of the care and support they receive for their children. They recognise that the setting's support for children with special educational needs and/or disabilities is a highlight and feel that their children are making secure progress. Leaders work effectively with health, education and other professionals to meet children's individual needs. They work with a range of professionals to support children who need additional support. They liaise with local schools to ensure smooth transitions for children and regularly communicate with staff where children attend more than one setting.

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

Children are happy in this welcoming setting. Parents and carers share how excited their children are to come to the nursery. Children develop secure relationships with their key person and other staff. This helps them to feel safe and well supported. Children enjoy playing with their peers and adults. For example, children show enjoyment in rolling the large tyres to each other in the outdoor area. There is a range of activities available to develop children's skills and knowledge. For example, children develop their role-play skills by making ice creams in the sand area.

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

Children develop social skills and work collaboratively on goals with their peers. They problem-solve and do alphabet letter puzzles. For example, other children support them to complete the puzzle and sing the alphabet song alongside them. This helps children to recognise what letter they need to find next. Children are making progress in this setting. There is an emphasis on knowing children's starting points and supporting them to succeed in goals that are relevant to them. Staff use their knowledge in the moment to support children's development and to engage them in meaningful learning.

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

Children benefit from positive partnerships between staff and their families. Leaders encourage families to provide photos from home. Children look at photos of their family members with staff and other children. This helps children to recognise their uniqueness and develop a sense of belonging. Children who experience barriers to their learning and development receive highly individualised support. Children benefit from communication strategies, resources and an environment that are thoughtfully adapted according to what works best for them.

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Next steps

Leaders should further support staff to develop their knowledge and confidence of supporting children with special educational needs and/or disabilities to consistently enhance the opportunities and development for all children.

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Address:

Purton Methodist Church Play Close, Purton Swindon SN5 4DP

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Apple Blossom Nursery Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 15:30

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection. Leaders should strengthen staff's knowledge to enhance children's experiences in relation to healthy choices about food, rest, exercise and screen time.

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About this inspection

The inspector spoke with leaders, staff 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. This data is from 15 September 2026

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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. 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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