Bumble Bees/ Coccinelle

What is it like to attend this early years setting?

Children develop strong relationships with the staff and they settle quickly on arrival. Older children demonstrate high levels of confidence and independence as they move around the playroom to explore the wide range of resources accessible to them. Children display very keen interests in their play and they also learn to make decisions about what they want to do. For example, children spend a long time making marks on paper, developing their imagination as they give meanings to the marks they make.

Children are happy and have enjoyable and valuable play and learning experiences. They show a positive attitude to learning and are motivated to explore. For example, children use a range of tools to manipulate dough, confidently talking about what they are making and how they are doing it. Children make good progress. However, staff are not fully confident in their curriculum to ensure children make the best possible progress.

Children's behaviour is good. They learn about the nursery rules and boundaries and what is expected of them. Children are kind and friendly towards each other. Staff regularly praise them for sharing and being kind to others.

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

• The staff team regularly reflect on their practice and make improvements to benefit children. They provide support for less-experienced staff to build on their skills and enhance learning experiences for children. Staff have high expectations of all children. As a result, all children, including those who speak English as an additional language, make good progress from their starting points.
• Staff are positive role models for children. They show interest in what children choose to do, respond to their emotional needs and get fully involved in their play.
• Mathematics is embedded and woven throughout children's play activities. Younger children explore construction toys and are encouraged to use positional language as they fit pieces together. Older children enjoy mixing paints and learn what happens when they add more paint to make it lighter or darker. They learn mathematical concepts and use this language throughout their play.
• Staff complete regular training and courses to strengthen their skills. For example, staff have recently completed a course to support children with special educational needs and/or disabilities. As a result, staff have started to provide children with small group activities that focus on reducing gaps in their communication and language.
• Children relate well to each other. They are learning to choose their favourite activities and follow their interests. For example, young children enjoy playing in the sand as they learn how to use the tools to build sandcastles, developing their physical skills. Older children enjoy completing puzzles as they work out where the pieces go and which ones fit together.
• Staff encourage good hygiene procedures to help tackle the spread of infections. As a result, children learn why it is important to wash their hands regularly. Children have regular access to learn in the fresh air to support their health and well-being.
• Leaders place a high priority on staffs' well-being. Staff are happy and feel well supported in their roles. They have regular staff meetings and opportunities to share their views and opinions.
• Staff work effectively to develop children's communication skills. They model language with children, introduce new words and ask questions to extend their learning.
• Overall, children benefit from an interesting and well-balanced curriculum. Staff have a good understanding of how children learn and confidently articulate what they want children to learn during their time at nursery. However, the curriculum is not fully embedded to make sure all children make the best possible progress.
• Staff use a range of methods to exchange information with parents about what children do when they are at nursery and how they are developing. However, some parents do not feel they have enough information from staff about how they can support their child's learning at home.

What the setting must and should do next

The provider should:

• build on staffs' understanding of the curriculum to ensure activities are tailored to children's individual needs, so they can make the best possible progress
• develop further the exchange of information with parents about how they can appropriately support their child's learning at home.