Bumble Bells - The Happiness Project Childcare

Inclusion: Expected standard

Leaders and staff are committed to identifying and meeting each child's individual needs. They use observations and assessments to identify children's needs. For example, staff identify children with speech and language delays promptly and support them through targeted strategies. Leaders generally work in partnership with parents and carers, speech and language therapists and the local authority inclusion team to review children's progress and make necessary adjustments. Parents report positive progress in their children's learning since enrolling at the setting. This collaborative approach helps children to access tailored support that promotes their wellbeing and development.

Leaders are proactive in removing barriers to learning for children, including those who face barriers to learning and disadvantaged children. They have a clear understanding of local procedures for seeking support from external professionals and accessing additional funding. Leaders use early years pupil premium funding to provide additional resources and targeted support to meet the needs of individual children. For example, children benefit from resources to extend their sensory experiences, one-to-one support and the use of visual cards. These strategies help to narrow gaps in children's learning and improve outcomes for disadvantaged children.

Curriculum and teaching: Expected standard

Leaders work with staff to design and implement a curriculum that typically supports all children's learning and development. Staff plan activities based on children's interests and developmental needs, which contribute to their engagement and attention. While staff share daily feedback with parents, including information about care routines and activities children have engaged in, this does not consistently provide clear suggestions on how parents can support their children's learning at home. This limits continuity of learning between the setting and home and reduces opportunities to further extend children's learning.

The curriculum is sequenced to prioritise the prime areas to ensure that children develop secure foundations before progressing to specific areas. For example, younger children develop fine motor skills through manipulating play dough, while older children use tools, such as scissors, with increasing control. This progression supports children in strengthening the small muscles needed for writing.

Staff recognise the importance of developing children's communication and language skills. They engage children in meaningful conversations and introduce new vocabulary during play. Staff promote children's mathematical development through everyday experiences, and children enjoy learning about different shapes. For example, they place shapes in the correct openings in a shape sorter and compare the number of legs on toy dinosaurs. Children's early mathematical and communication skills are developing well.

Staff prioritise children's personal, social and emotional development. They provide a secure and nurturing environment where children feel a sense of belonging. Children receive encouragement to make choices by choosing paint during creative activities. Staff are responsive to children's needs, providing comfort and reassurance when needed. They reinforce expectations such as sharing, waiting and using kind language. This approach helps children to develop confidence, resilience and positive relationships with others.

Achievement: Expected standard

Overall, children, including disadvantaged children and those who face barriers to learning, make positive progress from their starting points across all areas of learning. Children engage in conversations and learn new vocabulary through play. They develop increasing confidence in expressing their thoughts and feelings. Younger children begin to use simple words and gestures. Older children speak in sentences, recall experiences and use a wider range of vocabulary. For instance, younger children enjoy singing nursery rhymes with actions. Older children learn and use vocabulary, such as naming flowers, including 'gladioli', 'roses' and 'daffodils'. Children are generally well prepared for their next stage of learning. They demonstrate independence, follow instructions well and display positive behaviour, such as sharing and taking turns. However, due to minor weaknesses in practice, children do not consistently reach their full potential in their learning and development.

Behaviour, attitudes and establishing routines: Expected standard

Leaders create a calm and organised environment with predictable routines. This supports children to settle quickly and participate in daily activities. Children enjoy playing with their peers and staff. For example, children work together to build tall towers with blocks and proudly show their artwork. Staff praise them for their achievements and efforts, which boosts their self-confidence.

Staff build trusting relationships with children. Children confidently approach staff for reassurance and support, reflecting secure attachments. Routines are well established, supporting children's independence. For example, children independently put on their coats when they go out to play and wash their hands when they return indoors. Children are emotionally secure and demonstrate increasing independence.

Leaders promote positive attendance and punctuality through ongoing communication with parents and carers. They take a flexible and supportive approach to attendance, adapting arrangements where needed to meet individual family circumstances. Parents report that this flexibility benefits their family situation. This approach promotes regular attendance and supports children's wellbeing.

Staff have clear expectations for children by implementing classroom rules, such as using 'kind hands' and taking turns. However, staff do not consistently explain why certain behaviours are inappropriate, such as running indoors. As a result, children do not consistently understand the impact of their behaviour on themselves and others.

Children's welfare and wellbeing: Expected standard

Staff embed children's welfare and wellbeing in daily practice. They meet all children's care needs sensitively and maintain effective hygiene routines. For instance, during nappy changing, staff speak to children to help them feel comfortable and involved, while following appropriate hygiene procedures.

The key-person system is well established. Parents are able to identify their children's key person and speak highly of the support their children receive from them. Staff support children's emotional development well. They use a range of strategies to help children to recognise and name their feelings. This supports children to regulate their feelings. Children, including those who face barriers to learning, enjoy reading books about their feelings, supported by colour-coded resources that help them to express their emotions. Children form secure relationships with staff, which fosters their emotional wellbeing.

Staff recognise the importance of promoting healthy lifestyles. Children are provided with nutritious meals and have daily opportunities to play outdoors. Mealtimes promote children's independence, as they serve and feed themselves and pour their own water while staff ensure safe eating practices through close supervision. However, staff do not consistently teach children about making healthy food choices to help them understand how these choices affect their bodies. As a result, children do not develop a secure understanding of healthy eating.

Leadership and governance: Expected standard

There have been significant changes in leadership since the previous inspection, including the appointment of new managers and several new staff. These changes have had a positive impact on the day-to-day running of the setting. Leaders have worked proactively to establish clear systems, improve organisation and support staff. This contributes to a consistent and stable environment.

Leaders demonstrate a secure understanding of the setting's strengths and areas for development. They have taken appropriate action to improve the provision, including implementing a holistic curriculum and providing support for children, including disadvantaged children and those who face barriers to learning. Self-evaluation is developing and reflects an accurate awareness of priorities, such as further enhancing the outdoor area.

Leaders consider staff wellbeing and workload, fostering a positive team culture. Staff report feeling supported, with open communication and opportunities to raise concerns. Leaders promote teamwork and offer flexibility when needed, which positively contributes to staff morale. Staff complete mandatory training, including safeguarding and paediatric first aid. However, there is less emphasis on professional development related to teaching and learning to enhance staff's practice further.