Blossom Patch Ltd - Wembley

Blossom Patch Ltd - Wembley
Unique reference number (URN): 2832496
Address: Sudbury Neighbourhood Centre, 809a Harrow Road, Wembley, HA0 2LP
Type: Childcare on non-domestic premises
Registered with Ofsted: 11/02/2025
Registers: EYR, CCR, VCR
Registered person: Blossom Patch Ltd
Inspection report: 2 July 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement

Needs attention
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 have not ensured that all staff are suitable to work with children, which places
children at significant risk of harm. Those responsible for overseeing safer recruitment do
not have a secure and robust understanding of their responsibilities to ensure that the
correct procedures are in place to confirm staff suitability from the point of recruitment and in
their ongoing employment in the setting. Staff start working at the setting with none of the
required suitability checks in place and, while others have had checks, they are not
appropriate. This means that they work unchecked in an unsupervised capacity with children
and carry out tasks, such as intimate care routines. This significantly compromises the
safety and wellbeing of children in their care.
Leaders have not ensured that all staff receive adequate training relating to safeguarding
and child protection processes and procedures. This leads to inconsistencies in staff's
understanding of procedures that are in place to keep children safe, such as why
attendance is monitored and when this may be a concern. This lack of oversight by leaders
means that children's wellbeing and safety are not adequately supported.
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.
Behaviour, attitudes and establishing routines Needs attention
Leaders and staff do not promote a positive attitude to learning. Children generally behave
well, however, their behaviour is not consistently managed in an appropriate way. Due to
weakness in leadership, staff are unaware of how to correctly support children's needs, such
as supporting them at sleep times or engaging them in group activities safely.
Although routines have been implemented these are not yet fully embedded for all children,
including for those who have, or may have, barriers to learning. For example, some children
demonstrate their understanding of the routine before they eat. They line up for snack and
know they must go and wash their hands. However, not all children are able to follow and
understand the routine and leaders and staff do not make sufficient adaptations to support
the children who need the extra help to understand this.
Leaders and staff demonstrate a different understanding of the attendance policy. As a result
of this, expectations for children's attendance are not consistent and staff do not

Urgent improvement
demonstrate knowledge of the impact and importance of regular attendance to develop
good habits for their future education or from a safeguarding point of view.
Achievement Urgent improvement
Weaknesses in the curriculum and teaching mean that children, including those with special
educational needs and/or disabilities, do not make sufficient progress in their development.
Children are unable to access high-quality learning experiences as the curriculum is not
ambitious enough. As a result children are not supported to reach their full potential. Not
every child is prepared for their next stage in learning, including their transition to school.
This is because leaders lack the oversight of curriculum planning and implementation in the
setting and teaching is not adapted to meet each child's individual needs. Therefore,
children's achievement is limited.
Children show interest in their environment and use one or two words to attract staff
attention, however, their interest wanes when staff do not respond in ways that support and
extend learning.
Children's welfare and wellbeing Urgent improvement
Leaders do not prioritise children's wellbeing and welfare. Leaders' lack of safeguarding
understanding means that staff do not have the appropriate checks to ensure they are
suitable to work with children. This places children at risk of harm.
Leaders and staff do not support children's social and emotional wellbeing or individual care
needs. For example, staff are not skilled enough to support children's wellbeing during times
of change in the daily routine, such as settling children to sleep. Policies and procedures do
not reflect staff practice to support children's health and welfare. For example, staff do not
identify risks and fail to implement effective risk assessments, such as the routines around
sleep time.
The key-person system is not robust enough to meet the needs of the children, especially
those who have, or may have, barriers to learning and/or special educational needs and/or
disabilities. Leaders and staff fail to identify the emerging needs of children, including those
who have attended the nursery for a significant amount of time. They are unable to plan
appropriately to meet children's needs or support them effectively. As a result of this, some
children are not engaged in learning and may not reach their full potential. Children's key
people do not have detailed knowledge of children's individual circumstances, such as
updates to health or care needs, or any changes that may require extra monitoring to
promote a child's health and wellbeing. As a result of this, staff cannot effectively support
children's welfare and wellbeing.

Curriculum and teaching Urgent improvement
Leaders have not implemented an ambitious curriculum for all children, including those with
special educational needs and/or disabilities (SEND). Children with barriers to learning and
SEND are not identified by leaders and staff and, therefore, they are not given opportunities
to progress. Staff are unable to identify the needs of children, who have attended the
nursery for some time and, therefore, do not know how to further their learning.
Leaders do not ensure that staff have a clear understanding of what they want children to
learn. Leaders plan all activities for the children, which leads to some staff being unaware of
the learning intentions. For example, staff were unable to explain what the purpose of a
water activity was as they were 'just covering' the activity.
Leaders do not ensure that teaching is appropriate for the age and stage of each child.
Young children are encouraged to engage with phonics sessions despite being in the early
stages of developing language. Equally, leaders and staff are not able to extend children's
learning. Children show excitement when an apple falls from a tree and they are told not to
touch it as it is 'dirty'. They then become quickly disengaged and wander around not
purposefully playing or learning. Consequently, learning is by chance and not design.
Inclusion Urgent improvement
Leaders' knowledge and understanding of identifying and supporting disadvantaged children
is ineffective. Leaders and staff do not demonstrate the skills to swiftly identify those with
barriers to learning or special educational needs and/or disabilities. Consequently, support
for children is often inaccurate or non-existent for children who face barriers to learning.
Staff fail to recognise any underlying behavioural needs, which may require support,
adaptation and early intervention. Leaders' and staff's lack of understanding of the age,
stage and ability of children means that children do not make secure progress in their
learning and development.
Leaders do not have effective oversight of support for children known or previously known to
social care. Leaders explain that they are aware of needs for these children but have not
had any contact with the relevant agencies. Leaders' attitudes to supporting these children
are poor and do not keep them safe or reduce barriers to their learning.
Leaders' lack of knowledge of referral processes means that children, who are due to join
school, are not fully prepared and do not have the right support from professionals for this
transition. Equally, leaders have not actively communicated with local schools to create
partnerships that will support families as children move to school. This does not support
children's wellbeing or future development.
Leadership and governance Urgent improvement
Senior leaders' lack of oversight and understanding of their statutory responsibilities has led
to breaches in the early years foundation stage requirements that put children at risk.
Setting leaders trust others to complete safer recruitment checks and do not follow this up
when new staff commence employment at the setting. Due to these errors of judgement,

unchecked staff and those whose checks are not appropriate start working at the setting and
fulfil childcare duties, including intimate care.
Leaders do not set clear expectations surrounding behaviour management and do not
ensure that staff act appropriately, when dealing with any challenging behaviour children
display. Leaders' own lack of skill means that they cannot model and support practice
appropriately.
All leaders show limited capacity to improve the quality of the provision and lack the ability to
identify and address weaknesses in practice, which leads to breaches in requirements. Staff
speak positively about working within the setting and their leaders. However, the induction
and monitoring processes are weak and do not give staff the tools they need to ensure
practice meets high standards for children. Leaders set targets for staff that are generic and
do not specifically identify the areas of improvement they need as individuals. Staff lack a
clear understanding of child development and how to sequence learning appropriately to
meet children's needs according to their age and stage of development. Setting leaders are
not supported to manage their workload and provide quality care effectively.
Overall, parents speak positively about the nursery and the information that they receive
about their children's progress. They feel confident to address any concerns should they
arise. Leaders arrange regular opportunities for parents to visit and spend time with their
children in the setting. For example, they celebrated Father's Day and invited parents in to
read to their children.
Compulsory Childcare Register requirements
This setting has not 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

Voluntary Childcare Register requirements
This setting has not met the requirements of the voluntary part of Childcare Register.
How we check if a provider meets the requirements of the Voluntary Childcare
Register
When we check if settings meet the Voluntary Childcare Register requirements, they can
have the following outcomes:
Met
Not met
What it's like to be a child at this setting
Children's safety and wellbeing are compromised by leaders' poor understanding of
safeguarding processes and procedures. Leaders have not taken effective steps to ensure
the suitability of staff. As a result of this, children may be exposed to significant risk as
required suitability checks are not consistently in place and unchecked adults are left
unsupervised with children, including during intimate care routines.
Children do not have access to an effective curriculum, which means their needs are not
supported appropriately, particularly those with special educational needs and/or disabilities
and barriers to learning. A key-person system has been implemented but is not effective in
identifying what children need to learn. As a result, activities and targets are not planned
sufficiently well to provide all children with high-quality learning experiences. Children are
offered activities to support their wellbeing, such as yoga. However, these are generally
accessed by older and more confident children, who already have the skills on offer.
Therefore, those who are not yet able are at a disadvantage as they are not encouraged to
participate or learn new skills and staff do not amend activities to support the needs of
individuals. Older children confidently sing 'morning songs' in front of their peers and are
praised by staff. However, the inconsistencies in behaviour management and the curriculum
mean that children who may have barriers to their learning are not consistently supported to
enable them to build the same level of confidence.
Children generally settle into the nursery quickly on arrival. They arrive at different intervals
during the day, and leaders and staff do not always know when they will be arriving. Due to
inconsistencies in their approach to attendance, leaders and staff do not always know the
whereabouts of all children, which poses a safeguarding concern about children's welfare
and wellbeing.

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.
We will issue a Welfare Requirements Notice requiring the provider to have taken the
following actions by the assigned date:
Action Completion Date
ensure there is a robust procedure in place for reporting
and monitoring absence which is understood by all
members of staff
21/07/2026
ensure that all people looking after children are suitable
and have the relevant training and checks in place in
line with requirements
21/07/2026
ensure that safer recruitment procedures are followed
robustly, including gaining appropriate references in line
with requirements
21/07/2026
ensure that all staff including designated safeguarding
leads are suitably trained and have the appropriate
knowledge to identify and take the appropriate action in
relation to any child protection concerns
21/07/2026
ensure that all staff receive appropriate training,
supervision and support to carry out their roles and
responsibilities effectively
21/07/2026
ensure that an effective key person system is
implemented to ensure each child's care is tailored to
their individual needs and stage of development
21/07/2026
ensure that a consistent and suitable behaviour
management approach is implemented and understood
by all staff to support children's welfare and safety
21/07/2026
ensure that there are effective arrangements in place to
support children with special educational needs and/or
disabilities (SEND)
21/07/2026
ensure there are sufficient and effective risk
assessments in place that all staff understand and
follow to ensure children's safety
21/07/2026

Inspector:
Rebekah Walters
About this setting
Unique reference number (URN): 2832496
Address:
Sudbury Neighbourhood Centre
809a Harrow Road
Wembley
HA0 2LP
Type: Childcare on non-domestic premises
Registration date: 11/02/2025
Registered person: Blossom Patch Ltd
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:45
Local authority: Brent
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 2 July 2026
About this inspection
The inspector spoke with leaders, staff 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.
A quality assurance visit by an additional inspector was carried out at this inspection.

Children numbers
Age range of children at the time of inspection
1 to 4
Total number of places
63
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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