Busikids Limited

What is it like to attend this early years setting?

Children confidently separate from their parents and carers in the morning and show they are excited to see their familiar adults. Children demonstrate they feel safe in the staff's care. Babies snuggle in to share stories, and younger children hold out their arms for cuddles, which are warmly given. Older children show they know what is expected of them and listen to staff, following their instructions when asked. If older children need more support to manage their feelings and behaviour, staff support them swiftly and sensitively. Children's emotional development and well-being are supported effectively throughout the setting.

Staff know the children they care for well. They take notice of what children like to do and plan activities that help to engage them in their play and learning. For instance, staff set up dough for younger children to manipulate. Children delight in making their own pizzas, freely adding spices and flower petals. Staff readily sing songs to babies and support older children to enjoy role play with the doctor's kit. Children are motivated to join in and explore all that the staff provide to support their learning.

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

• Leaders and staff have designed a curriculum that reflects the needs of the children attending the setting. For example, they focus on helping young children to be aware of other children playing close by. Staff encourage older children to play cooperatively with others. However, staff have not fully embedded the curriculum. At times, they do not consider how to build on what children already know and can do. For instance, staff tidy away jigsaws as soon as children complete them. They do not always recognise when they could extend children's learning further.
• Staff readily identify when children may need additional support for their learning. They seek advice from external professionals in a timely manner. Staff put plans in place to support children with special educational needs and/or disabilities (SEND) to close gaps in their learning. However, on occasion, staff do not fully implement the support detailed in these plans. This means that, at times, some children do not consistently have all the help they need to fully support their learning.
• Children show increasing independence. For instance, staff help older children learn how to pour their own drinks and to tidy away after meals and snacks. Staff teach young children how to blow their own noses and to wash their hands. Children benefit from having a range of nutritious meals and snacks at the setting. Staff encourage social mealtimes and support children to develop an understanding of healthy lifestyles.
• Staff encourage children to be physically active. For instance, young children enjoy taking part in obstacle courses outdoors. They climb and balance confidently on tyres and blocks, learning to identify and manage their own risks when blocks fall over. Older children construct their own obstacles, and babies enjoy ramps to climb up and down. Staff offer children plenty of praise and encouragement. This helps children to keep on trying and to develop positive attitudes.
• Children benefit from good support for their developing communication skills. Staff share stories, teach children new words and use lots of visual gestures. For example, staff use puppets and signs when they sing to babies. This helps staff to support children's understanding of what words mean.
• Staff build positive partnerships with parents. Generally, they communicate with parents effectively. Parents report that they appreciate the time staff take to get to know them as well as their children. Staff help parents know about their children's time at the setting. However, staff do not make sure that the parents of the older children know what their children are learning, or what skills staff are building on. This does not consistently help parents to know how to support their children's learning at home.
• Staff benefit from good support from leaders. Leaders take time to listen to staff and to support them to develop their skills continually, such as through training. Staff report that they have increased confidence in their role after attending training.

What the setting must and should do next

The provider should:

• embed the new curriculum more securely to help staff build on children's existing skills consistently well
• build on staff's skills in implementing individual plans for children with SEND more consistently to further support their progress
• strengthen information-sharing with parents to keep them up to date with their children's progress and help them continue their learning at home.