Buds to Blossoms Nursery

Buds to Blossoms Nursery
Unique reference number (URN): 2838333
Address: Dean Pavilion, Old Tiffinians Sports Ground, Summer Avenue, East Molesey, KT8 9LU
Type: Childcare on non-domestic premises
Registered with Ofsted: 10/05/2025
Registers: EYR, CCR
Registered person: Buds to Blossoms Nurseries Ltd
Inspection report: 29 April 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement
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.
How we evaluate safeguarding
When we inspect settings for safeguarding, they can have the following outcomes:
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.

Strong standard
Achievement Strong standard
Children make rapid progress from their starting points, and this development supports them
to be ready for their next stage in learning. They show consistently positive attitudes to
learning and are eager to join in with activities. They display curiosity as they ask questions
and share their ideas. As children move through the setting, they develop increasing
independence. Babies begin by drinking from beakers and are sensitively supported during
mealtimes, while toddlers and pre-school children progress to using open cups, pouring their
own drinks and feeding themselves confidently.
Children are fascinated by the world around them. Babies listen intently to stories about
animals, responding with smiles and early vocalisations. Toddlers discuss the features of
different insects and proudly share facts they know. Pre-school children use white boards to
draw animals and begin to write their own names, demonstrating secure early literacy skills.
A love of books is embedded throughout the setting. Children frequently explore books
independently and use them with staff to find information and deepen their understanding.
Together, these achievements show that all children, including those with barriers to their
learning, are exceptionally well prepared for the next stage of their learning.
Behaviour, attitudes and establishing routines Strong standard
Leaders have high expectations for all children's behaviour and attitudes, and they support
staff well to apply consistent boundaries across the setting, adapting their expectations to
children's varying ages and understanding. Staff use positive behaviour management
strategies, such as praise, encouragement and shared thinking, to help children to
understand what is expected of them. Their calm, consistent approach creates a predictable
environment, where children feel extremely secure and ready to learn. Staff use fun rhymes
to help children to focus, which supports children to engage in activities and learning for
sustained periods.
Children consistently behave well and show positive attitudes to one another. Babies take
turns using the sit in cars, supported gently by staff to wait and share. Toddlers and pre-
school children play cooperatively in role-play areas, sharing their thoughts and building
imaginative stories with their peers. Staff support children to understand different
perspectives and guide them sensitively to resolve any minor conflicts, strengthening their
social and emotional development. These skills enable children to make positive
relationships and thrive in their play and learning.
Attendance and punctuality are promoted effectively. Leaders follow up on absences
promptly and work closely with parents to ensure they understand the importance of regular
attendance for their child's learning and development.

Children's welfare and wellbeing Strong standard
Well established, consistent policies and procedures promote children's welfare and
wellbeing extremely well. Staff complete daily risk assessments and thorough checks of the
nursery grounds to ensure children's safety. They actively support children to develop an
understanding of hazards, such as what to do if they come across a thorny plant, helping
them learn how to keep themselves safe.
Hygiene standards are high. Leaders have clear expectations and ensure the environment
is well cared for and inviting, children are offered healthy, balanced meals and are supported
to make positive food choices. At snack time, they choose from a selection of fruit and are
encouraged to cut or peel it themselves, promoting independence and healthy habits.
The setting's dedicated sleep room provides a calm, soothing space for rest. Soft music and
twinkly lights help children to relax, and staff gently soothe them to sleep. Sleeping children
are checked regularly to ensure their safety and comfort.
Staff are extremely attentive to all children's needs. They ensure that those who require a
little more support receive focused attention, while maintaining strong supervision and care
for the whole group. This sensitive, responsive approach ensures every child feels safe,
valued and emotionally secure throughout the day.
Curriculum and teaching Strong standard
Leaders have a clear understanding of the setting's curriculum and ensure it is consistently
implemented, particularly their approach to outdoor learning. They ensure staff know how to
extend children's interests and build on what they already know and can do. This shared
understanding results in a curriculum that is purposeful, ambitious and responsive to
children's developmental needs.
Staff support babies effectively as they develop early motor skills, offering opportunities to
use push-along toys and make marks on large sheets of paper on the floor. This learning is
extended outdoors, where babies enjoy nature walks and point to things they notice. They
learn new words as staff talk to them about what they see outdoors. When children are
fascinated by ants, staff introduce magnifying glasses and share facts to extend their
learning further. Toddlers show high levels of engagement as a result of this. Staff support
pre-school children to deepen their mathematical understanding through varied counting
activities that encourage them to practise their counting skills and match quantities to
numbers.
Every child's needs are planned for. Staff use their observations of each individual child to
ensure that their needs are supported. Children who struggle with their emotions are taught
strategies that support them to manage these and express themselves. Where children are
developing their speaking skills, staff encourage children to use visual prompt cards to
express their needs and feelings.
High-quality teaching ensures that all children's needs are consistently met, with staff
adapting their approach thoughtfully so every child can make rapid progress.

Inclusion Strong standard
Leaders are proactive in identifying when children may have barriers to their learning,
including when children have special educational needs and/or disabilities (SEND) or are
known to social care. They have a secure understanding of children's development and use
this knowledge, alongside regular observations, to recognise early signs that a child may
need additional support. Staff work closely with parents, gathering information and
discussing children's progress to build a clear and shared understanding of each child's
needs.
Leaders support staff to effectively put tailored plans in place for children. For example,
children who need help with communication are supported through the use of visual cards,
modelling of language and opportunities to build confidence during interactions. Staff also
use targeted strategies to help children to self-regulate. They support children in the
moment, encouraging them to express their feelings verbally or use picture cards to
communicate their needs. Staff recognise when children need more time to process
transitions and instructions and respond to this by slowing their pace and giving children the
space they need to think before responding. These approaches help children feel
understood and enable them to participate more fully in their learning.
Children's progress is reviewed regularly, and staff meet with parents to discuss next steps
and ensure support is responsive to children's changing needs. Leaders understand when
external referrals may be required and know how to make these promptly. As a result of this
timely, well coordinated support, children make rapid progress from their starting points and
are ready for their next steps in learning.
Leadership and governance Strong standard
Action taken by leaders has been robust and effective, ensuring that key policies and
procedures are strengthened and consistently implemented across the setting. Leaders
have reviewed and improved their safer recruitment processes, ensuring that they are
rigorous. They have also taken decisive steps to ensure that all staff consistently follow
guidance and practices at mealtimes to keep children safe. Leaders ensure that staff
workload is manageable and are taking steps to improve this even further.
Leaders provide clear direction and have a strong understanding of the curriculum,
particularly the setting's well-established approach to outdoor learning. Staff benefit from a
comprehensive induction that clearly outlines expectations for their practice. Leaders
prioritise ongoing professional development, offering regular training opportunities that
strengthen staff knowledge, confidence and reflective practice. They support staff to develop
their skills through regular feedback in supervision meetings, resulting in consistent, high-
quality practice. Leaders are reflective and striving for continuous improvement, this attitude
ensures the setting is continually evolving and adapting to the children and the team.
Leaders work closely with parents and external professionals to identify and support all
children, including those with barriers to their learning. They review children's progress
regularly and know how to secure further support when required. Their reflective,

improvement focused approach ensures the setting remains nurturing, well organised and
highly effective.
Compulsory Childcare Register requirements
This setting has met the requirements of the compulsory part of the Childcare Register.
How we check if a provider meets the requirements of the Compulsory Childcare
Register
When we check if settings meet the Compulsory Childcare Register requirements, they can
have the following outcomes:
Met
Not met
What it's like to be a child at this setting
Children are happy, safe and settled in this nurturing setting, where their wellbeing is
prioritised from the moment they arrive. They are welcomed into an environment that feels
calm, predictable and full of opportunities to play and explore. The setting's extensive
outdoor space is used with the children throughout the day. The children enjoy running
across the vast field chasing bubbles and they explore the forest school area, discovering
the many natural features within the grounds. These opportunities support the children's
physical development, confidence and emotional regulation. Children form strong
friendships and play harmoniously, taking turns, sharing ideas and engaging in rich
imaginative play that strengthens their social skills.
Across all age groups, from babies to pre-school, children demonstrate a strong eagerness
to play and explore. Babies enjoy listening to books that staff read to them. They explore the
textured pages as staff read with warmth and expression. Toddlers challenge themselves on
the obstacle course, developing balance and coordination as they explore different ways to
move their bodies. Pre-school children investigate insects and natural materials, learning
about different features and building on their knowledge of the world. These varied
experiences support the children's development securely across all areas of learning.

Inspector:
Amelia Abdullah
About this setting
Unique reference number (URN): 2838333
Address:
Dean Pavilion
Old Tiffinians Sports Ground
Summer Avenue
Staff interactions with children are warm, caring and professional. Children demonstrate
secure attachments as they check in with staff for reassurance and a cuddle before
confidently returning to their play. Staff know the children's needs well and respond
sensitively to their needs, creating a calm, supportive atmosphere, where children feel
valued, understood and ready to explore. Staff work collaboratively with parents, who report
they get excellent communication from the staff about their children.
Next steps
Leaders and those responsible for governance should sustain their work to ensure
continued improvement and high standards. They should focus on creating a
transformational impact on the outcomes and experiences of disadvantaged children,
those with special educational needs and/or disabilities, those who are known (or
previously known) to children's social care, and those who may face other barriers to their
learning and/or wellbeing.
About this inspection
The inspector spoke with leaders, staff , the special educational needs and/or disabilities
coordinator and parents during the 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.
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
about this.

East Molesey
KT8 9LU
Type: Childcare on non-domestic premises
Registration date: 10/05/2025
Registered person: Buds to Blossoms Nurseries Ltd
Register(s): EYR, CCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00
Local authority: Surrey
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 29 April 2026
Children numbers
Age range of children at the time of inspection
2 to 4
Total number of places
48
Our grades explained
Exceptional
Practice is exceptional: of the highest standard nationally. Other settings can learn from it.
Strong standard
The setting reaches a strong standard. Leaders are working above the standard expected of
them.
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.
Needs attention
The expected standards are not met but leaders are likely able to make the necessary
improvements.
Urgent improvement
The setting needs to make urgent improvements to provide the expected standard of
education and/or care.
The Office for Standards in Education, Children's Services and Skills (Ofsted) inspects
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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