Little Blossoms Day Nursery

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About Little Blossoms Day Nursery

Name Little Blossoms Day Nursery
Ofsted Inspections
Address 31-33 Laceby Road, Grimsby, DN34 5BH
Phase Childcare on Non-Domestic Premises, Full day care
Gender Mixed
Local Authority NorthEastLincolnshire
Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children do very well in this bright, peaceful, yet stimulating nursery environment. Calming, relaxing music plays in the background.

Children are welcomed in by staff who provide a warm, nurturing atmosphere, and show genuine care for their well-being. Children are happy, confident and independent learners who thoroughly enjoy the time they spend at the nursery. For instance, children play confidently alongside staff and are keen for them to share in their play.

A lot of love and attention allows children to be successful and form strong bonds with the nursery's staff and each other. Children behave very well and they... are considerate to each other. They know how to share and take turns when playing.

Staff act as positive role models and have high expectations for children's conduct. They promote positive behaviour by offering children regular praise and encouragement. They use clear, simple explanations to promote the child's understanding.

This helps children feel valued and respected. It boosts their confidence to help them learn and be kind to others. Children are familiar with the routines and structure of the day.

For instance, when the bell rings, children put their hands up to show that they are listening and wait for instructions.

What does the early years setting do well and what does it need to do better?

The nursery offers children opportunities to play and learn outdoors. Children of all ages are provided with a rich learning environment where they can curiously explore and investigate.

Children enjoy experiences with confidence, excitement and determination. For instance, children excitedly approach a balancing ladder and take turns to climb and strengthen their large muscles.Children benefit from a language-rich environment where staff talk to them, sing songs and read books.

Children hear spoken language clearly and fluently. This helps children to hear the correct pronunciation of words and to understand how to put words together to form sentences. Children who can speak more than one language are well supported by staff, who learn important phrases in the children's home language.

The manager plans an ambitious educational programme, designed to give children a wealth of rich experiences. Staff build on children's previous learning and challenge them to deepen their knowledge and understanding. Children show positive attitudes to their learning and make good progress.

However, on occasion, older children do not receive the same high level of quality interactions from staff, when several activities are planned.Parents speak positively about staff and their children's experiences at the nursery. They comment that they feel supported and are made to feel welcome.

Staff listen to parents and value their input. They give them ideas of how to extend their children's learning at home. For instance, children have access to books to take home each day from the lending library.

Parents praise the level of communication they receive about children's learning and development. They particularly enjoy reading about their children's day online.The arrangements in place for partnerships with other providers are good.

Staff provide targeted support for children with special educational needs and/or disabilities and for other children who need additional help. Consequently, all children successfully develop the essential skills they need for their future learning.The manager reflects on the quality of the nursery and makes the necessary changes for improvements.

For example, the current action plan is to develop the outdoor space, to make it even more accessible for older children. The manager values her staff team, involving them in the organisation of their rooms. However, further staff training beyond the requirements is needed, to raise the quality of teaching to an even higher level.

Children are provided with healthy, nutritional snacks and meals that promote their good health. The nursery cook provides children with freshly cooked, home-made meals each day. A well-thought-out menu ensures that children receive a well-balanced diet.

Children are supported to develop self-help skills, such as at mealtimes. For instance, older children are encouraged to serve their own lunches and wash their plates when finished.


The arrangements for safeguarding are effective.

The managers and staff have a secure knowledge of safeguarding and child protection issues. Managers keep up to date with local and national safeguarding priorities. They can identify the signs and symptoms which may indicate that a child is at risk of harm.

Staff know who to contact if they have concerns about a child's safety and welfare. They promptly refer concerns on, to keep children safe from harm. Robust recruitment procedures and regular checks of ongoing suitability ensure that all staff are suitable to work with children.

Children learn to assess risks during activities. Staff closely supervise children to promote their welfare.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: support staff working in the pre-school room to extend all children's learning experiences and provide them with even higher levels of teaching and interaction review the arrangements in place for staff supervision and ensure that all staff receive consistent coaching and professional development opportunities, to raise the quality of teaching to the highest level.

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