Bee's Knees Nursery and Pre-School

Inclusion: Strong standard

Leaders and staff demonstrate that they are consistently working with families and external agencies to ensure that all children, including those with special educational needs and/or disabilities, are fully supported. This helps children who may face barriers to their learning make positive progress from their starting points. Children have personalised target plans that are regularly reviewed to ensure they are the right targets for each child. Children take part in small-group sessions that tailor support to each individual's needs. Children who speak English as an additional language are supported in the nursery through adaptations that enhance their learning and development. Families praise the progress their children have made since starting at the nursery.

Early identification is a strength of the provision; staff act swiftly to put support in place for children, including children who speak English as an additional language. This helps children to really feel part of the nursery and included. Staff thoughtfully put adaptations in place to support children's development, which has positively supported children's experiences at the nursery. Leaders use additional funding to support children's individual needs. Meeting all children's individual needs is a top priority of the nursery. Children are building more confidence and enjoying their time at the nursery. This has a positive impact on children's experiences at nursery.

Curriculum and teaching: Expected standard

Leaders and staff share a collaborative approach to their teaching at the setting. They work with their families to collect up-to-date information about each child. This helps support them with their next steps of learning. Leaders want children when they leave to go to school to be confident, independent and have the skills and knowledge they need to transition to their next stage of learning. Children have good relationships with their key person. Staff can discuss what children know and can do, and what they are learning next. Children enjoy sharing storybooks with staff and peers. Staff extend this by taking the children to visit their local library. This further supports children's communication and language skills. Children share their favourite stories at the setting. They are fostering a real love of books.

Older children have plenty of opportunities to develop their mathematical skills during play. Children enjoy counting in both English and German. However, younger children do not consistently have the same opportunities to develop their early mathematical skills during play. Children are developing a good understanding of the wider world. For instance, the nursery has recently linked with a childcare setting in Germany so that children can become pen pals. They support children learning English as an additional language by collecting words from home and sharing reading books in different languages.

Leaders and staff support children's physical development. Younger children enjoy exploring different brushes during play to strengthen their muscles in their hands. Older children are preparing for their transition to school, learning to write their own names. Children's personal, social and emotional development is supported well. Leaders and staff provide time during the day for mixed group sessions so that the older children can play alongside the younger children. This supports children's self-confidence and promotes positive behaviours.

Achievement: Expected standard

Children feel a great sense of pride when completing tasks at nursery. For example, they enjoy talking about what they saw on their visit to the local park. Children talk about the trees and how some were 'desiderius'. This was a word learned at home and sparked a discussion about what it meant. Children enjoyed learning about leaves falling from the trees and winter to support their further understanding of the world around them.

Children with special educational needs and/or disabilities and those who speak English as an additional language or have barriers to learning make progress from their starting points. Leaders and staff ensure progress is regularly reviewed to ensure all children make achievements across all areas of learning.

Children enjoy taking part in extra-curricular activities such as singing and dancing. Younger children show confidence in dancing along to a singing session. Older children enjoy the session by following instructions and taking turns with one another, showing the younger children what to do. Children have lots of fun during these sessions, which supports their physical development.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff set high expectations for rules and boundaries. Children are sometimes reminded to take turns and follow instructions. For example, children are encouraged to tidy up so that it is a safe space for them to move around. This helps children stay safe while at nursery, and staff praise them for their good tidying-up skills.

Children with special educational needs and/or disabilities follow instructions well from their key person. Staff adapt routines to meet the needs of all the children who attend. Leaders and staff understand the importance of children's attendance at the nursery. This helps children and families follow good routines.

Staff praise children regularly, and children smile with delight. Children use their manners, saying please and thank you to their peers and staff at the setting. Children enjoy regular trips to the local community as part of their daily routine. They recall what they do and see while they are there.

Children enjoy taking part in many different festivals to help them understand equality and diversity. For instance, they enjoy learning about the German festival 'Fasching', where they learn about customs and traditions. Children delight in sharing this with their pen pals in Germany.

Children's welfare and wellbeing: Expected standard

Leaders and staff know the children well. They know what children like and dislike and adapt their practice to meet their needs.

Children enjoy outdoor play at the nursery. They eagerly line up to go outdoors. The children have a wide range of outdoor opportunities. For example, children enjoy playing on the slide, climbing up the steps and sliding down, taking turns. Children understand how to keep themselves safe. For example when on outings, children follow instructions and rules to keep themselves safe.

Children have warm relationships with the staff team. Staff teach the children the importance of leading a healthy lifestyle. Children brush their teeth daily at the setting and understand the importance of drinking water. Younger children are learning to wash their hands before eating meals at nursery. Children enjoy a healthy diet and are learning to make healthy choices with support from the staff team. Leaders and staff follow safer sleep practices at the nursery to ensure children are kept safe.

Children enjoy talking about their emotions as a group, for example saying, 'I feel happy today.' This supports children's emotional development and wellbeing. Children are learning to understand how others are feeling.

Children take time to listen to one another and share conversations with the staff team. Children with special educational needs and/or disabilities or who face barriers to learning are well supported. Time is spent on each child's learning and next steps. This helps support them and makes them feel included, enabling them to fully access and enjoy learning at nursery.

Leadership and governance: Expected standard

Leaders have a secure knowledge of the families and children that attend the setting. They have a clear vision for the nursery and create a curriculum that is ambitious for all children who attend, including those with special educational needs and/or disabilities (SEND).

Leaders effectively review the nursery to make improvements. For example, they are keen to develop the outdoor space further, enabling more play and learning opportunities for all the children at the nursery.

Leaders promote effective partnerships with parents and outside agencies to support children with SEND. This helps provide children with support and partnership working to gain good outcomes for all children.

Leaders complete a robust safer recruitment process when new team members start at the nursery. Regular supervisions take place to monitor practice and to support staff's wellbeing.

Staff are well supported at the nursery; they report that they enjoy coming to work and feel valued. They complete regular training, which is beneficial to their practice.