Blossom & Bloom Childcare

Blossom & Bloom Childcare
Unique reference number (URN): 2834391
Address: 93 Humber Enterprise Park, Baffin Way, Brough, HU15 1YU
Type: Childcare on non-domestic premises
Registered with Ofsted: 01/04/2025
Registers: EYR
Registered person: BLOSSOM & BLOOM CHILDCARE LTD
Inspection report: 6 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
Achievement Strong standard
Children are highly motivated to learn at this nursery. They listen and ask questions with
confidence to further their learning. Children listen and learn from their friends. This means
that children make excellent progress from their starting points at nursery and are very well
prepared for school when they leave.
Children benefit from additional transition visits when needed. This ensures all children have
time to adapt to different environments and foster secure relationships with new friends
when they move between different stages of learning. Therefore, they feel confident and
able to learn.
Children show perseverance when they are learning to cut out with scissors. They take time
to use control and keep themselves safe. Children show a sense of pride when they
complete the task. This demonstrates children's high levels of confidence and self-esteem.
Children are keen to help set the table for mealtimes. They listen attentively and focus on
the task, showing confidence and independence.
Children benefit from being supported in small groups with staff when they first move rooms.
This gives them confidence to explore independently when they are ready.
Behaviour, attitudes and establishing routines Strong standard
Children arrive at nursery and enjoy accessing the well-resourced library with their parents.
Parents are keen to borrow books so they can share them with their children at home.
Children have the opportunity to visit the library during the day. They share books together
and tell their friends which books they have at home.
Babies and young children snuggle in with their key person in the nurturing sleep room. The
calm and harmonious atmosphere helps children to feel safe and secure. Children's
individual routines are consistently followed, and nursery routines are well established.
Staff talk to children about going to school. Books and photos are shared that prepare
children for their next stage in learning. Children talk excitedly about who they are going to
school with and what they will be doing. Staff work with other settings children attend to
ensure progress in learning is shared and continues to move on.
Older children focus on their own learning but also support their peers in a respectful way
when needed. For example, children complete several puzzles. However, they are keen to
support children next to them when they need some help. Children accept this help, and
then they continue to do puzzles together.
Children know to tidy away resources when appropriate and are keen to help each other
and take part in this embedded part of the nursery routine. As part of the mealtime routine,
children proudly help by giving out utensils to their peers. Children understand that they take
turns to do this and accept when it is another child's turn.

Children are given time to focus on their work and on completion know where they can
display it. They show great pride in their work and are confident to share their achievements
with staff and their friends.
Children's welfare and wellbeing Strong standard
Leaders prioritise children's welfare and wellbeing. Staff talk to parents when they drop their
children off at nursery and use this shared knowledge to provide care and support that
meets children's individual needs. For example, if children have not slept well, they are
offered rest.
Leaders have highly effective procedures in place to promote children's safety and
wellbeing. They share information regularly with parents to support this in the home and in
the community. For example, staff talk to parents about accessing the internet safely.
Leaders regularly review accidents and incidents in nursery to inform any changes that are
needed.
Children settle quickly when they arrive at nursery. Staff know the children well, and their
routines are swiftly established through close partnership working with parents.
Leaders prioritise extensive opportunities for outdoor play and physical activity. Children
have space to run and skip and play hide and seek. Children enjoy playing ball together and
balancing confidently with their arms stretched out. Children are keen to show others the
sunflowers they have grown and how they spray them with water to make them grow taller.
Children have the opportunity to make healthy choices for food and drink. Children take
increasing responsibility for their own self-care in nursery.
Babies and young children enjoy looking in mirrors while watching staff wipe their faces
clean. They hold the flannel and, with support, wash their own faces. Older children have
the opportunity to talk about cleaning their teeth and why they need to do this.
Inclusion Strong standard
Staff consistently show high levels of engagement with parents. This means the nursery is
aware of any challenges to children accessing their education. Staff and leaders
communicate effectively through regular professional discussions to ensure any barriers to
learning can be robustly monitored to ensure timely support is put in place.
Children benefit from a separate sensory room, where staff support small groups of children.
This enables them to quickly identify any emerging needs and ensure any support is
received swiftly. Children continually receive high levels of individualised support and
guidance through the leaders' meticulous approach to promoting inclusion. Plans to further
develop the outdoor spaces clearly show all children's needs have been carefully
considered.
Leaders have a secure understanding of the needs of any disadvantaged children in this
nursery. Through monitoring the use of any funding, leaders can ensure it has a positive
impact on all children's achievement and wellbeing. Leaders are quick to identify any

Expected standard
additional support needed for children. They work well with other agencies and
professionals to ensure children receive effective support and guidance when necessary.
Leadership and governance Strong standard
Leaders continually analyse the strengths of the nursery and what further developments can
be made. For example, leaders have identified a need to develop a room for older babies.
This was responsive to childcare need and also to support staff to provide focused learning
for a small group of children before they progressed to the toddler room. Leaders know this
has impacted positively on children's progression moving through nursery. Leaders are keen
to share further plans to develop a larger outdoor space for the youngest children.
Leaders continually monitor the quality of teaching and are swift to act and implement clear
action plans with staff to address any weaknesses. These plans are regularly reviewed and
monitored to ensure progress is made.
All staff show respect and professionalism in nursery. Staff speak of regular support from
leaders through supervision, staff meetings and discussions in the room. They know what
their targets are and how to achieve these.
Leaders skilfully observe staff's practice. They accurately share with staff strengths and
areas they can develop further. This is embedded practice, and professional discussions
take place with staff, giving them the opportunity to contribute.
Staff are involved in the review of resources in the room to meet the children's needs.
Through room meetings, decisions are made as to what will positively impact children's
education and care.
Leaders have consistent positive engagement with parents, securing the best education and
care for the children. For example, parents bring into nursery fresh vegetables they have
grown at home. Parents are fully involved in decisions regarding children's transitional
arrangements. Parents share that they are inspired by what the nursery offers their children,
and these ideas have informed what they offer their children at home.
Curriculum and teaching Expected standard
The curriculum design is generally sequenced well through the nursery. For example, young
children giggle when staff count their fingers and toes. They are then keen to count their
own fingers. Older children place cauldrons in size order and confidently say which is the
smallest and the biggest. However, the high-quality teaching is not consistently woven
throughout all aspects of practice to expertly focus on what children need to learn next. For
instance, some activities are too fast paced for children to support them to consolidate their
thinking skills.

Leaders and staff plan a curriculum based on what children know. Staff use books and
rhymes to support children's communication skills and introduce new language. For
example, when children show an interest in jungle animals, the environments and resources
are well thought out to support learning. Children move the 'jungle animals' in and out of the
'swamp' and use binoculars to look for more 'jungle animals' that may appear. Staff
introduce language and use books to explain the context. Children then confidently repeat
the words and ask questions, which shows they benefit and broaden their understanding of
the world around them.
Leaders ensure the curriculum is typically taught well, through observations and discussions
with staff. Leaders have clear plans in place to focus on improvements needed.
What it's like to be a child at this setting
Children are deeply cared for in this welcoming nursery. Children are confident to explore
the well-resourced environments. They are keen to learn alongside their friends and are
proud to help each other. Children work together to solve problems. This includes how to fix
a ladder on to the pirate ship. However, they can ask staff if needed. They respect the
resources and are keen to tidy away together. Children develop increasing independence
and show pride in setting the table at mealtimes. They show that they feel safe and secure
to move through nursery and on to their next stage of learning. This is due to established
transitions.
Children enjoy a range of experiences that stimulate their interests. They show enjoyment
as they take part in yoga sessions. This helps to support their physical development.
Children learn about the habitats of jungle animals through books. They have opportunities
to re-enact this through the use of binoculars, cameras, puppets and imaginative swamp
wetland toys in a tuff tray. Young children explore sensory resources and mirrors. Children
enjoy visits to the nearby care home and developing their understanding of the wider world.
Children develop communication and language skills through reading a wide variety books,
as well as through songs, rhymes and discussions with staff and their peers. Children enjoy
choosing books to read with each other in the nursery library. They participate in role-play
games. For instance, they choose animals and confidently make the sound the animal
makes and take them to the 'farm' where they live. Older children confidently talk about
number and how many they have left to cut out.
Children play and learn in an inclusive environment where their individual needs are
understood and supported. Families are valued as partners in children's learning, and

Inspector:
Val Taylor
About this setting
Unique reference number (URN): 2834391
Address:
93 Humber Enterprise Park
Baffin Way
Brough
HU15 1YU
Type: Childcare on non-domestic premises
Registration date: 01/04/2025
attendance is well promoted. Parents are inspired by their children's experiences at nursery,
and this informs the home learning experiences they offer their children. Staff work closely
with parents and other professionals to help reduce barriers to children's learning and
wellbeing. As a result of this, children, including those with special educational needs and/or
disabilities, those who speak English as an additional language and those who face other
barriers to their learning, are supported to participate fully in nursery life and benefit from the
opportunities available to them.
Next steps
Leaders should continue to ensure all teaching and interactions are highly effective in
embedding the curriculum design so that exceptionally high standards in the curriculum
and teaching can be sustained.
About this inspection
The inspector spoke with managers, practitioners, special educational needs coordinator,
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.

Registered person: BLOSSOM & BLOOM CHILDCARE LTD
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority: East Riding of Yorkshire
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 6 August 2026
Children numbers
Age range of children at the time of inspection
1 to 4
Total number of places
45
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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