Beehive Day Nursery

What is it like to attend this early years setting?

Children arrive eager to start their day at this friendly nursery. They separate easily from their parents and go to find their named doll to self-register. Children look for their friends and give them welcoming hugs. They hold hands and find interesting activities together. Children explore storybooks and non-fiction texts. They turn the pages with confidence and comment on the pictures they see. Toddlers enjoy playing imaginatively. They roll play dough into sausage shapes to make 'breakfast'. Babies investigate sensory toys. They shake musical instruments and cuddle soft toys.

Children show good attitudes to learning. They express themselves well in their drawings and paintings. Children are curious about toy animals frozen in ice. They learn about problem-solving as they share solutions. Children enjoy using pipettes to squirt warm water. They cheer when the ice starts to melt. Staff praise children and tell them, 'good team work'. This helps to support children's self-esteem.

Children show kindness and consideration. They notice when their friends seem upset and rush over to give them hugs. Children share toy vehicles and work together to attach trailers onto lorries. Staff encourage sharing. They deliberately include themselves in group games to model turn-taking.

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

• Staff have created a curriculum that centres around each individual child. They use weekly 'reflection' sessions to monitor children's progress and identify gaps in development. Staff are quick to respond to children's changing interests and preferences.
• Children have very strong bonds with staff. They show that they feel secure and safe. Babies crawl onto staff's laps to share books. They reach out their arms for a cuddle when they need reassurance. Older children are delighted when staff sit next to them on the carpet. They have big smiles and snuggle up closely.
• Children with special educational needs and/or disabilities are supported well. Staff make timely referrals to other agencies. They signpost parents to further support and appropriate information. Staff consistently use sign language to communicate with children. As a result, children make good progress.
• Staff promote children's language development. They sing familiar songs and ask a range of open questions. Toddlers choose from wooden discs that link to their favourite nursery rhymes. They enjoy singing 'Five Little Monkeys', and giggle as they jump up and down. Staff name the toys that babies play with, encouraging them to copy. For example, they name animal puppets, such as 'mouse' and 'elephant'.
• Children are developing a good understanding of the wider community. Staff arrange trips to local shops and parks to widen children's experiences. Special visitors are invited into the nursery on a regular basis. For example, children enjoy time with a 'Pets as Therapy' dog. They stroke the dog and talk to its owner.
• Children make good progress in their mathematical development. Staff in the baby room use puppets to introduce positional language, such as 'through' and 'under'. Toddlers recognise coloured cars and count chalk marks as they draw. Older children confidently count to 20, as they participate in good morning routines.
• Partnerships with parents are strong. Parents say they are 'impressed' with how much progress their children make. They report that staff are 'kind and nurturing'. Staff share regular observations and assessments with parents electronically, so that they are fully included in their children's learning.
• The manager is an effective leader. She carefully evaluates the provision to drive improvement. She creates a strong ethos of reflection and ambition. Staff feel well supported and report high levels of enthusiasm for their roles.
• Staff interact well with most children. They get down to their level and show an interest in what they are doing. However, this is not always consistent. Children who are less confident do not always benefit from the same prolonged interactions with staff.
• Staff encourage children to wash their hands before mealtimes. However, they do not always teach children about the importance of covering their mouths when coughing and sneezing.

What the setting must and should do next

The provider should:

• support staff to engage with quieter children more frequently to enable them to get the most out of learning experiences
• help children learn about good hygiene practices and why these are important.