Blossoming Bees Childcare

What is it like to attend this early years setting?

The manager is caring and strives to provide good outcomes for all children. Staff are welcoming and friendly. This helps all children to feel valued and respected. The premises are secure and safe, and children are unable to leave the nursery unsupervised. The nursery is vibrant and organised well. Children have access to a garden and a wide range of activities that support their physical development. The children play in the playhouse, on the bicycles, and use a climbing frame.

Staff plan activities according to children's interests so that they enjoy interacting with stimulating resources. There is a well-established staff team. Children easily make bonds and form attachments. They have caring and affectionate relationships with staff. Children feel safe and secure and have lovely interactions with each other. For example, children encourage others to join in their games and give hugs during play times.

Staff have high expectations for children's behaviour. Children receive praise and encouragement when they are kind and helpful, such as putting away their toys. This promotes their confidence and gives them a sense of achievement.

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

• Children who speak English as an additional language are supported well. Staff use some words in their home languages and lots of gestures and pictures. Consequently, children are making good progress and their understanding and use of English are rapidly improving.
• Staff give children tasks to do, helping them to feel a sense of responsibility. Children demonstrate their good manners and respond with 'thank you'.
• There are good links with the local authority. The manager receives ongoing support and supervision to evaluate and develop the nursery. The manager values staff's professional development, and staff receive mentoring to support their personal growth.
• Leaders organise the curriculum well. They put children's emotional well-being and communication skills at the heart of everything they do. Once children are happy and settled, the managers and the staff assess how children are developing and discuss this with parents. They decide when children are ready for their next steps or if they need to revisit their learning. This means that all children build securely on what they can do. Staff are skilled at adapting the curriculum to support children with special educational needs and/or disabilities.
• Staff provide children with a variety of opportunities to build their knowledge across the areas of learning. Children have the freedom to move around their environment and make their own choices during play. For example, children enjoy engaging in sensory experiences, such as exploring sand, water and play dough. All children have regular opportunities to take part in art activities.
• The nursery cook provides children with freshly cooked meals, considering all dietary requirements or allergies children may have. This helps to ensure children have a healthy and well-balanced diet. Children sit together at mealtimes, demonstrating good social skills, and feed themselves from a very young age. However, children sit waiting at the tables before staff are ready. This can sometimes lead to children waiting for extended periods of time which affects their behaviour as they become restless.
• Leaders and managers value their team highly. Staff feel listened to and share how they are supported to carry out and develop their practice, for example through thorough inductions, coaching, ongoing training and supervision meetings.
• Staff support children's communication and language skills very well. Interactions between staff and children are positive. They help to promote children's emerging speech. However, there are times during group activities when some children are more confident to speak than others. This means that children who are less confident are not always encouraged to join in and express their own thoughts and ideas.
• Parent partnerships are strong, which leads to good outcomes for children. Parents and carers speak highly of the care and education their children receive. They commend the staff for their hard work and support for their children's progress. They comment on feeling fully informed through verbal communication and the mobile app.

What the setting must and should do next

The provider should:

• refine the organisation of lunchtime routines so staff are fully prepared, and children do not have to wait unnecessarily
• encourage children who are less confident to contribute and express their ideas during group activities.