Apple Blossom Nursery

Apple Blossom Nursery
Unique reference number (URN): 2780088
Address: Purton Methodist Church, Play Close, Purton, Swindon, SN5 4DP
Type: Childcare on non-domestic premises
Registered with Ofsted: 08/03/2024
Registers: EYR
Registered person: Apple Blossom Nursery Limited
Inspection report: 15 September 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.

Expected standard
Achievement Expected standard
Children generally make steady progress across all areas of learning. This includes children
with special educational needs and/or disabilities and those who face barriers to their
learning. Children are fluent in expressing their ideas. They make choices and engage in
meaningful conversations with staff and their peers. All children, including those who face
barriers to learning and have special educational needs and/or disabilities, make progress in
communication and participation. They take part in routines, play and learning alongside
their peers. This develops their confidence and ability to participate in nursery life.
Older children gain useful knowledge and skills in preparation for school. They demonstrate
growing independence and develop early mathematical and literacy knowledge. For
example, children use an easel outside to paint numbers up to 10. They enjoy spending time
outdoors in the fresh air. Here, they develop their physical skills, such as jumping, running
and climbing. Staff encourage children to get involved and build confidence to try something
new. As a result, children are developing perseverance and resilience. Overall, children are
well prepared for the next stage of their learning and development, including their move on
to school.
Behaviour, attitudes and establishing routines Expected standard
Leaders and staff promote positive behaviour and clear routines across the nursery. Staff
help children understand what is expected of them. Children build warm relationships with
their key person and other trusted adults. This supports them to feel settled and supported.
Songs, visual prompts and familiar routines help children understand what is happening next
and support smooth transitions throughout the day. Children show excitement for the
setting's welcome time and show their familiarity with the songs and actions.
Typically, children have opportunities throughout the day to develop their independence. For
example, children are encouraged to put on their puddle suits and wellies to play in wet
weather. However, staff do not consistently provide opportunities for children to develop
independence in relation to age and stage of development, such as pouring drinks
independently at snack time. This limits children's chances to develop the skills they need
for the next stage of learning, including going to school.
In this setting, children have a positive attitude to learning and enjoy taking part in their
nursery day. Staff model kindness, respect and turn-taking throughout the day. They act as
positive role models for children. For example, they support children to take turns with the
cars when they are using the racing track. Staff use calm and effective strategies to help
children regulate their behaviour. For example, they give children quiet spaces to unwind
and provide activities to help children refocus. Leaders promote the importance of
attendance. They work closely with parents and carers to support this. Staff follow up
absences promptly. They contact families within the agreed time frame and communicate
regularly with parents of children who are unable to attend.

Children's welfare and wellbeing Expected standard
Leaders and staff provide nurturing care that supports children's welfare and wellbeing. Staff
use daily routines to support children's care needs. Children receive responsive support that
reflects their individual needs and circumstances. Leaders also support families when they
experience difficulties. Staff work closely with parents and carers to understand children's
routines, preferences and needs. Key persons establish secure and trusting relationships
with children. This enables staff to support children's emotional wellbeing.
Staff teach children safe practices and help them learn to manage risks themselves. For
example, staff support children in managing risk on outdoor climbing frames. Children are
supported to manage their own self-care appropriately. For example, children understand
when they need to wipe their nose, and most do this independently. Staff support children
who are at an earlier stage of development. They are alert to the risks associated with
choking and give gentle reminders to children about staying seated until they have eaten
their food. They support children to recognise their own needs. For example, staff offer
children quiet spaces to rest when they don't typically go to sleep at nursery.
Most children recall what they have learned about their own health and wellbeing. For
example, they wash their hands before mealtimes and know the routine of getting their lunch
box and water bottle. Leaders and staff use guidance to support parents in making healthy
choices for their children's packed lunches. Mealtimes are calm and sociable. Staff sit with
children, model positive interactions and encourage conversation. Staff encourage children
to make healthy choices and engage them in discussion about different food groups. Staff
do not consistently extend children's understanding of how to keep their bodies healthy
during mealtimes through meaningful discussion. As a result, children do not develop a
deeper understanding of the positive choices they can make to support their health and
wellbeing.
Curriculum and teaching Expected standard
Leaders have an accurate understanding of their curriculum and teaching, with a clear
understanding of their areas for improvement. They have created an inclusive curriculum
that supports children to develop in relation to their stage of development. Leaders build on
children's interests, routines and next steps. They have an accurate view of what they want
children to learn and how this learning should build over time. Staff sit at children's level and
are responsive, model language and give them time to respond. This gives children the
space they need to explore their thoughts and for staff to meaningfully extend their learning.
Teaching is typically effective in this setting. Leaders and staff place a clear focus on
communication and language throughout children's play. For example, they provide
additional vocabulary as children explore different types of fish and discuss whether they
look like the fish, 'Tiddler', from the story. Staff give children time to be inquisitive and to
further their own knowledge during play. For example, during water activities, staff
encourage children to explore the variety of resources and to think about what they could do
next.
Staff use children's interests effectively to make learning meaningful. For example, staff
build on children's interests within the nursery to help develop their knowledge of cause and

effect. Children use a spinning resource to test what happens when they put small objects
on top. Staff make use of opportunities to teach children about their wider community. For
example, children notice a postman, and staff encourage them to discuss and share
whether they could be delivering letters or parcels.
Inclusion Expected standard
Overall, leaders identify children's needs quickly and accurately. They monitor their
development to identify any changes. A focus on communication with parents and carers
supports leaders in understanding children's initial needs. This ensures that any support is
implemented quickly. Baseline assessments enable leaders and staff to understand
children's starting points and plan appropriate next steps. Due to the small size of the setting
all staff know children well. This ensures that resources available always support children's
next steps. Staff are developing their understanding of the specific needs of children with
special educational needs and/or disabilities (SEND). However, this is not yet consistently
reflected in practice, which can affect how fully some children engage in learning and play.
All children, including those who experience disadvantage and/or those with SEND, are
supported well. This reduces barriers to learning. Leaders and staff have high expectations
for children. They work with other agencies when appropriate to gain advice on how to best
support the children and their family needs. Funding is appropriately used to ensure that
children's needs are met and they are making progress. For example, leaders use funding
for additional staff or to buy resources to support the children's development, such as
climbing apparatus.
Children learn to respect the environment and to be kind to living things. For example, staff
model how to carefully place rocks back down after lifting them to look for woodlice. Children
involve their peers in play and are kind to one another. For example, children play doctors
and get blankets for the patients. Children check in on each other by saying phrases, such
as 'Are you feeling comfier now'.
Leadership and governance Expected standard
Leaders have created a positive and open working culture that enables staff to continue to
develop their skills and knowledge, while supporting their wellbeing. Staff say they enjoy
working at the setting and can ask leaders for help if they need it. Leaders prioritise the
induction and supervision of staff. They provide regular support through coaching and
mentoring. For example, leaders carry out observations and provide staff with constructive
feedback to improve practice. Leaders promote an open and positive culture and have a
clear vision for the nursery's continued development.
Leaders create a warm and nurturing environment. Children, families and staff feel valued
and welcomed. Parents and carers speak highly of the care and support they receive for
their children. They recognise that the setting's support for children with special educational
needs and/or disabilities is a highlight and feel that their children are making secure
progress. Leaders work effectively with health, education and other professionals to meet
children's individual needs. They work with a range of professionals to support children who

need additional support. They liaise with local schools to ensure smooth transitions for
children and regularly communicate with staff where children attend more than one setting.
What it's like to be a child at this setting
Children are happy in this welcoming setting. Parents and carers share how excited their
children are to come to the nursery. Children develop secure relationships with their key
person and other staff. This helps them to feel safe and well supported. Children enjoy
playing with their peers and adults. For example, children show enjoyment in rolling the
large tyres to each other in the outdoor area. There is a range of activities available to
develop children's skills and knowledge. For example, children develop their role-play skills
by making ice creams in the sand area.
Children develop social skills and work collaboratively on goals with their peers. They
problem-solve and do alphabet letter puzzles. For example, other children support them to
complete the puzzle and sing the alphabet song alongside them. This helps children to
recognise what letter they need to find next. Children are making progress in this setting.
There is an emphasis on knowing children's starting points and supporting them to succeed
in goals that are relevant to them. Staff use their knowledge in the moment to support
children's development and to engage them in meaningful learning.
Children benefit from positive partnerships between staff and their families. Leaders
encourage families to provide photos from home. Children look at photos of their family
members with staff and other children. This helps children to recognise their uniqueness and
develop a sense of belonging. Children who experience barriers to their learning and
development receive highly individualised support. Children benefit from communication
strategies, resources and an environment that are thoughtfully adapted according to what
works best for them.
Next steps
Leaders should further support staff to develop their knowledge and confidence of
supporting children with special educational needs and/or disabilities to consistently
enhance the opportunities and development for all children.

Inspector:
Emily Hudson
About this setting
Unique reference number (URN): 2780088
Address:
Purton Methodist Church
Play Close, Purton
Swindon
SN5 4DP
Type: Childcare on non-domestic premises
Registration date: 08/03/2024
Registered person: Apple Blossom Nursery Limited
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 15:30
Local authority: Wiltshire
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
Leaders should strengthen staff's knowledge to enhance children's experiences in relation
to healthy choices about food, rest, exercise and screen time.
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.

This data is from 15 September 2026
Children numbers
Age range of children at the time of inspection
2 to 4
Total number of places
16
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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