Bouncy Bees Childcare

What is it like to attend this early years setting?

Children of different age groups are able to learn together in this setting. From the moment children arrive, they are met with familiar smiles, warmth and attentiveness from the staff. Children are encouraged to find their name and picture when they arrive to self-register. This helps children enter the nursery with confidence, eager to greet their friends and ready for learning. Children show positive attitudes towards learning.

Staff gauge children's individual readiness for learning and interests when planning activities throughout the day. For example, children can access focus activities as soon as they arrive, while others can initiate their own play first. This helps ensure that learning is effective, and children's overall well-being is supported. All children, including children with special educational needs and/or disabilities (SEND), make good progress.

The curriculum is intentionally created and consistently ambitious. It weaves together children's interests with rich, meaningful learning opportunities that spark curiosity and deepen understanding. Children are excited to see what happens when they pour the vinegar into the volcano. They talk about the lava coming out once the volcano erupted. Leaders are committed to their vision for children to develop effective social and communication skills. Their dedication to inclusion, high-quality early education and continuous improvement is evident. For example, the learning environment is continuously evaluated and adjusted to support the children's needs and interests.

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

• The curriculum reflects a clear understanding of child development and responds dynamically to the children's evolving interests. Staff demonstrate a good knowledge of children's progress and next steps in learning. They understand the needs of children who may need some extra support. Children's learning is visible in their words, their play and their growing confidence.
• Children make choices about what they want to learn, and they develop good social skills. Children share resources and ideas during their play. For instance, they use their imagination to extend their play in the role-play area. Children eagerly share the food they prepared with visitors. Staff set up resources for the children to explore at their own pace. For example, when younger children are no longer interested in the focused activity, they move to the home corner to practise their cutting skills.
• Children have daily access to the outdoors, which plays a big part at the setting. Staff provide children with a variety of learning opportunities outdoors. They go for walks, enjoy outings in the local community and use the setting's outdoor space to develop their skills in all areas. Children learn about the community they live in.
• Staff support children well in developing their physical skills. Children have opportunities to use swings and slides and balance on equipment. Children learn how to take risks in a safe environment.
• Children's communication and language skills are promoted. Children enjoy listening to stories, and children who have English as an additional language are able to hear some of the words in their own language throughout the day. Staff communicate well with children and introduce them to new words, such as dormant. However, staff do not support children consistently to repeat and use the new words they have learned in their play.
• The staff team has created a culture of reflective practice, where all staff work together to develop their skills and knowledge. They discuss activities they did with their key children. Staff evaluate and share ideas about how to adjust and change activities to support children's next steps. Staff feel well supported, which contributes to their positive levels of well-being. They are positive role models who are enthusiastic and joyful about playing with the children.
• The provider plans opportunities for staff for their continued professional development. Staff work together to identify training relevant for their role and professional growth. For example, managers undertake training for safer recruitment and how to support children with SEND. This has a positive impact on children's safety and learning at the setting.
• Parents comment on the development their children make, especially regarding their independence skills such as using the toilet and getting dressed. They talk positively about the information-sharing and support their children receive. Parents feel valued and involved in their children's learning as they regularly receive updates about their children's development.

What the setting must and should do next

The provider should:

• help staff to strengthen their support for children's language skills by encouraging children to use new words as they play.