Bumble Bees Nursery

What is it like to attend this early years setting?

Staff develop close relationships with the children in their care. Children approach staff confidently to talk to them and to celebrate a success. Staff know the children well and they respond to their individual needs. For example, they offer comfort to children and give words of encouragement when they need it. Children are happy and settled at the setting.

Children behave well and are polite. Staff give frequent behaviour prompts, such as reminders about good sitting and walking inside. This ensures that the environment is calm and safe for children. Staff establish clear routines that all the children follow. For example, pre-school children sit for carpet time before going off to play, and they help to tidy up. This prepares children to be ready for the transition to school.

Developing children's language and communication is a priority. Staff listen to the children when they speak and engage them in conversation regularly. For example, when children present an acorn from home, staff engage them in a back-and-forth conversation about the acorn. Toddlers take part in a weekly language and communication programme, and receive specialist support from an external service. This supports children in becoming effective communicators.

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

• Staff focus on developing children's personal, social, and emotional skills. For example, in pre-school, staff talk to children about how they feel and in toddlers, children paint self-portraits using mirrors. This encourages children to understand their feelings and develop a sense of self.
• Staff read high-quality texts to the children, which link to the learning theme. For example, children explore their feelings through reading a book about a colour monster. These interactive story times engage children and support them to develop a love of reading.
• Staff organise the environment into different areas of learning, with a selection of resources for children to choose from. Staff also set up activities which aim to meet children's specific learning needs. For example, in the toddler room, children use their senses to explore a farm, which includes straw and cereals, and in pre-school, children improve their throwing skills using balls and a tyre as a target. These activities engage children and help them to achieve their next steps in learning.
• Staff plan activities to support children's physical development. For example, children insert pegs into holes to develop their small motor skills, and ride bikes and scooters to develop their large motor skills. However, staff do not always select appropriate resources and activities to provide higher levels of challenge to further children's progress and learning.
• Staff encourage children to become increasingly independent. For example, children use knives and forks to feed themselves, and pour their own drinks. However, on occasions staff complete tasks for children instead of teaching them how to do things for themselves, and some routines restrict children's involvement. This limits children's opportunities to develop their independence.
• Staff ask children to make choices frequently. Pre-school children choose which nursery rhyme to sing, and babies choose which activity they want to engage in next. This means that children can pursue their own interests and goals.
• Children and staff with special educational needs and/or disabilities (SEND) are supported well. Additional needs are identified, and strategies are put into place to support them. Staff work well with external agencies to ensure that children receive the support they need.
• Leaders understand what good quality teaching and learning looks like. They encourage staff to improve their practice through training and with the support of the local authority. There are effective assessment and planning procedures in place, which leaders have input into and monitor. This helps children to progress across all areas of learning.
• Parents and carers speak very positively about the setting. They feel that their children are happy, and that staff are approachable. Parents say that the staff inform them of what their child is doing while at the setting, and the progress they are making. Parents report that they do, and will continue to, recommend the nursery to others.

What the setting must and should do next

The provider should:

• support staff to consistently offer higher levels of challenge, to ensure that all children make even better progress
• provide more opportunities for children to develop their independence.