Bumble Bees Nursery (Blackburn) LTD

Inclusion: Strong standard

Leaders and staff know the children extremely well. They swiftly identify any barriers to children's learning and/or wellbeing. Staff skilfully adapt their practice in creative ways to meet children's individual needs. Children are given responsibilities to help develop their confidence and self-esteem. They help to serve lunch and distribute the cutlery. Older children teach babies how to roll a ball. All children, including those with special educational needs and/or disabilities (SEND), are supported consistently well to help reach their full potential.

Leaders and staff have high expectations for all children. They use assessment tools extremely effectively to track children's progress and inform their planning. Leaders meet regularly with families and other professionals to carefully assess and review children's progress. They use detailed information from external agencies to help them set accurate and precise next steps for children with SEND. All children, including those who may face barriers to their learning and/or wellbeing, make sustained progress from their starting points.

Leaders make wise and effective decisions when spending additional funding. Staff learn sign language, which enhances communication within all rooms. The new sensory room provides a calming space where children discover new things. This inclusive approach benefits all children and supports them to learn new skills.

Curriculum and teaching: Expected standard

The inclusive curriculum is designed to meet the interests and needs of the children, including those with special educational needs and/or disabilities. It clearly builds on what children already know and can do. Leaders discuss regularly how the curriculum can be adapted to meet children's individual needs. For example, a new sensory room has been created. This gives all children the opportunity to access a calming space to self-regulate when needed.

There is a clear focus on communication and language, and staff use resources and books well to support children's learning. Babies repeat single words and giggle as they roll a ball to their friends. They hit the tambourine and sing simple songs, supported by kind and gentle adults. Toddlers splash in the water with skilled staff and use words such as 'swamp' and 'shark' to extend their vocabulary. Children use puppets to retell familiar stories, and squeal with delight as they get to their favourite part. Older children describe how they clean their teeth at nursery and talk about different dinosaurs. Patient staff talk about the nursery rules with a group of children. They ensure that each child feels included and has a chance to speak. Children enjoy learning and generally make good progress from their starting points.

Children's mathematical and physical skills are typically developed well. Babies count to 3 and sing number songs and rhymes. Older children compare shapes and use words such as 'bigger', 'smaller', 'taller' and 'shorter'. They help lay the table and set out food. Young children use spoons and forks to feed themselves, and older children pour their own drinks. This helps children to grow in confidence and self-esteem. Children are prepared well for their next stage in learning.

Achievement: Expected standard

All children, including those who may face barriers to their learning and/or wellbeing, are typically prepared well for their next stage in learning. Older children grow in confidence as they help adults serve food. They spoon their own pasta and pour their own drinks, helping to develop their independence skills. Children are given opportunities to develop their physical skills. They climb, dig, build and run outside. Children learn about the world around them and make connections in their learning. They work together to make a lion's den out of a giant cardboard box. Children decorate it using chalk and talk about the marks they make. Children enjoy singing and dancing to music. They smile as they sing the nursery rules together. Children with special educational needs and/or disabilities and those known or previously known to children's social care generally receive the support they need to achieve. Children develop positive attitudes to learning and typically achieve well from their starting points.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff set high expectations for the behaviour of all children. This includes children with special educational needs and/or disabilities and those who may face barriers to their learning and/or wellbeing. Leaders make skilful adaptations that enable all children to follow the rules and feel included. For example, children are given additional time to prepare for lunch if needed. Children understand what is expected of them. They say they need to use 'kind hands' and that running is for outdoors. Staff are positive role models and teach the children to be patient and to respect others. This helps children to settle quickly and feel safe and secure.

Leaders promote the importance of attendance and have built effective relationships with families. They offer parents flexible start times to work around their needs. Leaders deliver specially designed workshops, where parents learn how to pack a healthy lunch box and prepare their child for school. This helps parents to establish routines and develop a positive attitude towards learning.

Staff use praise effectively to encourage children and say, 'I am really proud of you today.' Children are taught to be kind and to share. They take turns moving through the tunnel and cheer as their friend comes out the other side. Children are taught the skills needed to self-regulate and to focus their attention on what matters. Young children sit and listen intently to stories and join in with repeated words. This helps prepare children for the next stage in their learning. However, not all transitions consistently support children's behaviour, for example at lunchtime.

Children's welfare and wellbeing: Expected standard

Leaders support children's welfare and wellbeing generally well. They have created a safe and welcoming space where children feel safe, secure and listened to. All children, including those with special educational needs and/or disabilities, are included and have daily access to outdoor areas. Children's physical skills are typically developed well. They crawl, run, jump, climb and draw. Children pour water using different-sized containers. They use hand puppets to retell familiar stories with their friends. Children choose where to play and develop independence and a sense of belonging.

Children learn about making healthy choices and how to stay safe in the sun. They learn about oral health and brush their teeth in nursery. Children enjoy nutritious, freshly prepared meals and snacks. Babies use spoons to feed themselves and choose between water and milk. Older children use big spoons to serve their own lunch. They pour their own drinks and choose their own cutlery. Children learn to make choices, which helps to develop their confidence and self-esteem.

Leaders prioritise children's mental health and welfare. They adjust daily practice and provide opportunities for children to develop their emotional skills. Children, including those who may face barriers to their learning and/or wellbeing, are given time to self-regulate and spend time exploring the sensory room. This supports children's individual learning needs and helps to build warm and positive relationships. However, there is some inconsistency with routines, which means some children wait for longer periods than is necessary. This affects their wellbeing.

Leadership and governance: Expected standard

Leaders have a good understanding of their setting and its context. They are ambitious and put children at the heart of everything they do. Leaders and staff meet regularly to discuss children's individual needs. They have designed an inclusive curriculum to meet the needs of all children, including those with special educational needs and/or disabilities (SEND) and those who may face other barriers to learning and/or wellbeing. Leaders and staff know the children well, and they spend additional funding wisely. For example, staff are trained on sign language to support children with SEND. Parents receive regular updates on children's progress, strengthening home links as well as improving outcomes for children.

Leaders have a clear vision on how to move forward. They are swift to identify areas for development and are reflective and insightful. Leaders undertake regular supervision with their staff and identify any learning needs. Staff say they feel supported and receive help and advice to improve their practice. Leaders carefully plan continued professional development to have the most impact on the children. For example, staff are trained in communication and language strategies and use this knowledge to move children on in their learning.

Leaders have formed positive relationships with families. Parents say staff are 'absolutely amazing' and are friendly and welcoming. They appreciate the regular communication between home and nursery, including the parent workshops run by staff. Leaders give suggestions on how to teach mathematics at home and help parents prepare their children for school. Leaders handle transitions sensitively and have positive links with local schools. This enables children to typically settle quickly and form positive attitudes to learning.