Bee Active @ Mill Hayes

What is it like to attend this early years setting?

Children are very happy and settled in the nursery. They are keen to show off their World Book Day outfits. They know the daily routines well and play with their friends happily. Children are eager to explore resources, participate in planned activities and play independently. Babies leave their parents happily when they arrive at nursery. Essential information is shared between staff and parents to promote continuity in care. Babies respond well to interactions from their key person and explore sensory activities with confidence.

Staff have high expectations of all children. They focus strongly on building excellent relationships with children and their family members. Parents comment that they are happy about the way the transition of the setting into new ownership took place. Children are eager to take part in physical education sessions, sensory activities and listen to stories. They take great care of their learning environment and show high levels of respect for their books and toys.

Children's behaviour is very good. Staff take time to work alongside children to model turn-taking, sharing and using equipment safely. They ensure children understand the routines and expectations for their behaviour.

What does the early years setting do well and what does it need to do better?

• The management team is very ambitious and passionate about the service it provides. Managers have a strong vision for the nursery. They highly value their staff and recognise the good work they do. Ongoing professional development opportunities, including supervision sessions, help staff to continue to develop their skills. Staff feel extremely well supported and comment that they are given many opportunities to develop their knowledge and skills.
• Partnerships with parents are strong. Parents speak very positively about the welcoming feel at the nursery and how happy their children are. They are pleased with how much progress their children make. Staff provide parents with regular updates about children's current interests and learning so they can support them effectively at home.
• Managers work with staff to accurately evaluate the quality of practice at the nursery. They ensure that focused areas for development are identified and acted on to continually drive improvements to practice. For example, managers recognise that mathematics in their curriculum could be stronger. They are researching suitable training for staff to improve their knowledge and enhance learning outcomes for children in this area.
• Staff support and extend children's individual interests and development effectively as they play. For example, when children explore the sensory resources, staff use this opportunity to bring in new vocabulary. They introduce words such as 'squelchy' and 'squidgy' to support children's language development. Children respond well to interactions from staff and are keen to involve them in their play. However, sometimes, children are kept waiting in between activities and become frustrated.
• Staff know their key children's interests and what they need to learn next. They discuss and reflect on how well activities motivate children. Activities are planned to meet children's individual needs and support them to make good progress. For example, the sandpit is made available to help children who are learning to pull themselves up to standing.
• Children's independence is supported well. For example, staff demonstrate how to use a pan and brush to sweep up sand off the floor, and they allow children to have a go themselves. Children are keen to help to tidy up the balls from the floor and place them in a bag.
• Staff place a strong focus on supporting children's communication and language development. They consistently interact with children and hold two-way conversations. Staff model clear and fluent language and introduce new vocabulary. Staff read stories to children and sing songs throughout the day, and parents come in to read to children too. This helps to support children to become confident in communicating with others.
• Children are supported to lead a healthy lifestyle. They have exercise sessions with an outside agency, which link with current activities. Children are provided with a varied range of nutritious meals and snacks.

What the setting must and should do next

The provider should:

• consider ways to reduce waiting times in between activities so that children do not get frustrated.