Bright Bees Beaumont Lodge

What is it like to attend this early years setting?

Children are happy and settled at the nursery. They are greeted by friendly staff, who provide lots of comfort and reassurance. The key-person system is effective; this enables children to develop good relationships with the staff. Children demonstrate confidence as they approach visitors. Younger children and babies smile and interact, while older children talk about their favourite things at nursery.

Staff have high expectations for children's learning. Children benefit from a broad curriculum that builds on their interests. Babies explore paint with their fingers, squishing it and making marks. Older children investigate play dough, rolling it out and adding herbs and flowers. Enthusiastic staff encourage children to use descriptive words, developing children's vocabulary skills.

Older children benefit from fresh air during forest school sessions. Children develop their physical skills by making dens and learn about nature as they investigate and identify insects with magnifying glasses. Younger children explore the water tray. They excitedly plunge their hands into the water, wiggling their fingers to create bubbles. Babies snuggle in to staff and listen intently as they enjoy stories and songs. They copy the actions as they clap and move in time to the rhythm.

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

• Children are curious learners. They focus on the activities available, investigating resources and working together. They use their physical skills to spoon and sprinkle glitter, herbs and flowers to make magic potions.
• Parents speak very highly of the nursery. They talk about how happy they are with the care their children receive and the activities the children have, that the nursery shares with the parents daily.
• There is a strong focus on developing speech and language at the nursery. Children that have English as an additional language make good progress with their communication skills. Staff have additional training to help the youngest children quickly learn new words.
• The nursery manager uses additional funding to provide children with suitable outdoor clothing. Children benefit from this as they can access the outdoor area in all weathers and develop their physical skills.
• Staff speak highly of the care and support the manager provides. They report that their well-being is prioritised, and they benefit from flexible working arrangements.
• Children gain some independence and self-care skills. They confidently put their coats on before they go outside and wash their own hands before meals. However, on occasions, staff do not support children to develop self-help skills, particularly during lunchtime.
• The nursery has a highly qualified staff team. The manager understands the importance of additional training and provides many opportunities for staff to undertake training in the early years. As a result of this, teaching is good and children are progressing well in all areas of their development.
• Children with additional needs are supported well. Staff quickly identify children that may need additional help and work well with other professionals to ensure that all children receive the support they need. As a result of this, all children make good progress in their learning.
• Children gain an understanding of healthy lifestyles. Staff talk to children about making healthy food choices. They use descriptive words at lunchtimes that encourage the children to eat a well-balanced diet.
• Staff have high expectations for children's behaviour. Staff use effective strategies to minimise unwanted behaviour. Children create rules and expectations in the room that help them to understand the importance of being kind.
• Leaders have adopted an ambitious curriculum based around the children's interests. Children use their mathematical skills to count and sort coloured pegs. They describe capacity and volume in the sand.

What the setting must and should do next

The provider should:

• support staff to further help children to develop self-help skills, particularly during lunchtime.