Bloom @ Tuebrook

Bloom @ Tuebrook
Unique reference number (URN): 2845117
Address: 2 Oak Leigh, Liverpool, L13 7EW
Type: Childcare on non-domestic premises
Registered with Ofsted: 16/07/2025
Registers: EYR, CCR, VCR
Registered person: Johnson, Mark
Inspection report: 12 August 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
Behaviour, attitudes and establishing routines Strong standard
Leaders establish high expectations for behaviour. They establish strong supportive
relationships with parents and provide swift support for any issues as they arise. Children
display positive attitudes towards their learning. They are consistently encouraged to try
things for themselves, with staff providing supportive guidance when needed. For instance,
staff suggest that children use tissue paper to wrap flowers. This creates 'bouquets' to sell in
the role play shop. This approach helps children to persist when challenges occur and
extends learning further. Regular attendance is encouraged, and leaders are flexible in their
approach so children can access learning and development opportunities.
Routines are consistently embedded across the setting. For example, children automatically
wash their hands on entry from the outdoors without prompting. They understand nursery
boundaries and rules. Children confidently remind adults where toys belong at tidy-up time.
Visual timetables help children understand what happens next during transition times. This
ensures they remain settled, secure and confident.
Children are kind and play together, building on shared play ideas. On occasions when
minor incidents arise, staff respond with calm, positive redirection. Children listen to the
gentle reminders about sharing and kindness and settle back into play quickly. Mealtimes
are calm, relaxed and highly sociable. Children independently choose their own seats and
place mats. They consistently use manners, such as saying 'thank you'. Staff sit at children's
eye level, encouraging conversations and supporting with eating when needed.
Children's welfare and wellbeing Strong standard
Leaders put children's welfare and wellbeing at the centre of what they do. Staff follow
advice from parents and carers on weaning, sleep patterns and care plans from the outset.
This care meets children's individual needs consistently. Safe sleep practices are robust.
Staff remain present to monitor children while they rest. Children are encouraged to learn to
keep themselves safe through discussions about the fire pit. They know where they must sit
to ensure they stay safe when it is lit.
Leaders have established practices to ensure all children, including those with special
educational needs and/or disabilities, receive sensitive, consistent care that enables them to
participate fully in all aspects of the provision. Children who require a sleep are provided
with individual bedding and a designated sleep space. Staff ensure that children's privacy is
respected during nappy changing. Children eat in small groups with a member of staff
closely supervising. This ensures individual dietary needs are met and safer eating practices
are embedded. Children participate in toothbrushing routines and learn about the impact of
sugary food on their teeth.
Staff help children to name and recognise feelings, labelling emotions directly during daily
interactions. For example, when children appear sleepy, staff say, 'You're tired.' Leaders
have introduced a lending library scheme to encourage bedtime reading as a positive

Expected standard
alternative to screen time. Information about online safety is provided to parents and carers
via a nursery newsletter.
Leadership and governance Strong standard
Leaders have a clear vision for the nursery. They understand the local community, the
children and their families. Leaders accurately identify the setting's strengths and priorities
for development. Leaders are reflective in their practice, regularly monitoring the quality of
teaching and learning to ensure that all staff understand and fulfil their roles and
responsibilities effectively. However, leaders identify there are some inconsistencies in the
implementation of the curriculum. Due to rapid growth of the nursery and an influx of new
staff, at present, not all staff have fully benefited from the specific coaching and professional
development that leaders offer. Leaders have targeted plans to address this.
Overall, leaders are committed to ensuring that every child is fully included in the nursery.
They have established effective partnerships with external agencies, such as public health
nurses and Family Hub workers. This helps get children rapid support when needed.
Parents speak positively of the nursery, particularly valuing the welcoming ethos. Families
who need extra help and support receive this. Leaders swiftly refer families to specialist
services, for example, for support with behaviour. This helps children to thrive as families are
supported.
Leaders ensure staff always promote children's wellbeing. This is a particular strength of the
nursery. Leaders recognise the importance of allowing children to develop confidence by
encouraging them to have a go, while ensuring that trusted adults are readily available to
provide support when needed. Staff morale is high, and leaders at all levels take effective
steps to ensure workloads remain manageable.
Achievement Expected standard
Overall, children make progress across all areas of learning. Younger children learn to use
single words to describe actions, such as 'pour' during water play. Older children build on
this by using complex sentences to explain stories, formulating questions about their friend's
comments.
Physical development is carefully planned to build over time. Babies climb into the ball pool
and low-level equipment to strengthen core muscles, while older children successfully
balance on a beam and confidently climb up and over a high-level frame. Children who
previously could not climb confidently now demonstrate how they climb up and lower
themselves safely and independently, reflecting significant progress in their coordination and
strength.
Children, including those with special educational needs and/or disabilities, those who face
barriers to their learning and those known or previously known to children's social care,
make steady progress from their starting points. Children who are developing their speech

successfully learn to communicate choices by pointing at visuals and using purposeful
gestures. Staff offer children support, ensuring a good foundation for their next stages of
education.
Curriculum and teaching Expected standard
Leaders ensure that children experience a broad and balanced curriculum that staff
generally deliver well. Leaders and staff engage in meaningful conversations with children at
an appropriate level. Staff mostly promote children's communication skills well. They talk to
children about their play and ask thoughtful questions. However, they do not always give
children time to respond to their questions or allow children time to process a question
before they ask another question. This does not fully extend children's communication
development.
In the baby room, younger children independently explore water and construction activities.
This helps to strengthen their gross and fine motor skills. Staff consistently reinforce key
vocabulary by repeating words, which captures children's interest and supports their
language development. For example, children repeatedly hear words such as the names of
shapes and colours as they sort shapes during play. This helps children learn in a
meaningful way.
Leaders mostly ensure that staff make appropriate adaptations so that every child, including
those with special educational needs and/or disabilities or other barriers to learning, can
access the curriculum and achieve well. However, the curriculum to help children learn
about differences between themselves and others requires a sharper focus. Consequently,
children do not develop a clear understanding of what makes them unique. This does not
fully prepare children for the wider world, including starting school.
Inclusion Expected standard
Leaders invest time in getting to know the children and their families. They understand the
importance of communication with parents, carers and children's teachers to ensure a
collaborative approach to support children. Leaders promote a culture of inclusion. They
ensure the environment meets all children's needs and that all children are able to fully
participate and feel valued. Leaders ensure that during the registration process, they work
closely with parents and carers to gain information about their children's unique needs and
abilities. However, information about children's cultural backgrounds is not routinely used to
ensure every child is fully supported to form a true sense of belonging.
Staff use the knowledge gained from training to support children's learning. For instance,
they use images and signs to promote children's emerging communication needs. However,
staff do not always consider how the languages children speak at home can be used in play.
Leaders know how to use and monitor the impact of any additional funding to support
children to thrive. Leaders take the time to understand each family's unique needs and
support them well throughout their time at nursery and after they leave. Leaders work
consistently well with other professionals, seeking support to aid children's progress. The
interventions that staff provide while waiting for external support are targeted and individual.
For instance, strategies to promote children's understanding of how to regulate their own

emotions are specific to children's individual needs. Interventions have the sharp focus
needed to further enhance the development of children with barriers to their learning.
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
Voluntary Childcare Register requirements
This setting has 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 start their day calmly at this warm and welcoming nursery. They settle quickly and
say goodbye to their parents and carers with ease and confidence. Staff establish secure
relationships with the children they care for, helping children to feel safe. Leaders actively

Inspector:
Deborah Magee
About this setting
promote the importance of good attendance. Parents are supported with a flexible approach
so all children can access their full entitlement.
Children of all ages enthusiastically engage in the wide range of stimulating activities
available. They love the challenge when using large climbing equipment and digging in the
sand tray, helping to strengthen muscles while developing coordination and control. Staff
also provide opportunities for children to refine their hand–eye coordination and strengthen
the muscles in their hands through activities such as scooping, pouring and manipulating
resources. Older children enjoy imaginative play. Staff support children to develop their
knowledge of number and size as they recreate a florist stall in the garden. During these
activities, children display high levels of focus and engagement. Children make labels for
prices and create beautiful bouquets wrapped in tissue paper. These experiences help to
develop the fine motor skills needed for early writing. Children happily chat with their friends
and familiar adults, demonstrating confidence in their communication.
Children demonstrate positive attitudes, supported by staff who model high expectations
and respectful behaviour at every opportunity. Older children are encouraged to take on
small roles of responsibility, such as setting the table or giving out resources. These roles
empower children to act as positive role models and contribute to the forming of respectful
attitudes. Children take great pride and enjoy these responsibilities.
Next steps
Leaders should further strengthen the curriculum to help children learn about what makes
them unique and celebrate differences so all children feel a sense of belonging.
Leaders should further support all staff to consistently implement the planned curriculum
and ensure this meets all children's learning and development needs.
About this inspection
The inspector spoke with leaders, staff, parents and children 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.

Unique reference number (URN): 2845117
Address:
2 Oak Leigh
Liverpool
L13 7EW
Type: Childcare on non-domestic premises
Registration date: 16/07/2025
Registered person: Johnson, Mark
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority: Liverpool
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 12 August 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
29
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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