Busy as Bees Nursery and Preschool

Inclusion: Needs attention

There is not enough focus on finding out about children's families, home lives or personal circumstances. This means that staff are not always best placed to support children who have barriers to their learning. While some strategies are used to support children's development, because staff have limited information, they cannot provide targeted interventions to meet the needs of all children in their care.

Leaders aim for the setting to be inclusive for all children. Families can access flexible sessions to meet their needs. Staff make timely referrals to professionals, such as early help. This makes sure that relevant specialists are involved in children's care.

Leaders have systems in place to monitor children's progress. This helps them to identify how additional funding that they receive can be used to support children's development. For example, they have enhanced the outside space with an all-weather canopy. This means that children who do not have access to a garden can play outside in all weathers. This helps children to develop well in their physical skills as they climb, slide and use ride-on trikes. Children learn about the benefits of being active.

Curriculum and teaching: Expected standard

Leaders design a curriculum that is typically planned well to help children learn skills that they need across all areas of learning. Staff sequence learning goals across age groups so that children build skills step by step. They hold regular meetings to share their observations of children so they can plan around their interests and what they need to learn next. Planning takes account of different celebrations of the children who attend. However, they do not always extend this to celebrations of different cultures in their community. There is a focus on children's personal, social and emotional development as staff name emotions and talk about how they feel. Physical development is a clear priority as children proudly show off their gymnastics skills.

Most children develop well in their communication and language skills. Staff interactions are positive and encourage conversations as they introduce new language. For example, when making cakes, staff use mathematical language such as 'less' and 'more'. They expose children to numbers from an early age as they encourage them to count how many scoops of ingredients they need. Staff make some adaptations for children who speak English as an additional language. For example, they use picture cards and routine boards to support communication. However, staff do not use all strategies available for them, and this means that these children do not learn the English language as quickly as they could.

Achievement: Needs attention

Some children who have barriers to their learning do not make quick enough progress. This is because staff do not have enough information about their individual needs to support their learning. This means that sometimes children's development does not progress quickly enough. For example, when children speak English as an additional language, staff do not consistently use effective strategies to enable them to develop their communication and language skills.

Generally, children achieve the skills needed to start school. They learn to be independent and do things for themselves. Children are happy and sociable and develop well in their physical development. They focus on developing their dexterity and small physical skills. Most children are confident communicators. They hold conversations and can communicate their needs. Children listen to stories, sing songs and enjoy doing the actions in action songs.

Behaviour, attitudes and establishing routines: Expected standard

Staff think about daily routines so that children can experience the full curriculum on offer. Planning considers children who have part-time attendance patterns. For example, every session starts with a welcome time so that children do not miss out on key learning. Teaching is repeated so all children have time to practise new skills. Staff follow up with parents when children are absent and promote good punctuality and attendance.

Staff build effective relationships with children, and they are positive role models. There are high expectations for children's behaviour that are appropriate for their age. For example, they encourage children to share and take their turn. Children show friendly behaviour. When a child becomes upset, other children show great concern. They help to find a lost toy and check that the child is happy. Out in the garden, staff remind children that they must not push on the slide and wait their turn climbing up the stairs. This helps children to manage their own personal safety well. Most children show positive attitudes to their learning. They show perseverance as they practise their scissor skills and writing their name.

Children's welfare and wellbeing: Expected standard

The friendly staff team builds responsive relationships with children. Staff offer children comfort and reassurance when they need it. For example, children sit with staff to listen to stories and receive cuddles when they are upset. The key-person system works well, and settling-in sessions are tailored to the needs of each family. This helps children to establish secure bonds with staff and to feel safe in their care.

Children have their own pegs for their personal belongings, which makes them feel a sense of belonging. Care practices are effective. Staff are respectful. They use picture cards to remind children when they need to use the toilet and ask to change their nappy. This supports children who have limited language or speak English as an additional language. Mealtimes are social occasions when staff sit with the children and have conversations. Staff share information with parents so that the food they provide is healthy and nutritious. Staff teach children how to keep themselves safe. For example, they remind them how to use the trikes safely and climb up the ladder one at a time. Children develop good hygiene habits. They wash their hands before eating and put the tissues that they have used to blow their noses in the bin.

Leadership and governance: Expected standard

Leaders know staff well and have a clear understanding of individual strengths and areas for development. Staff feed back that they are very happy working in the setting. Leaders take their wellbeing into consideration. For example, they are redeveloping the staff room so they have a relaxing place to take breaks. Leaders reflect on how to improve the setting. They are training staff on how to use online systems to reduce workloads and paperwork. Supervisions are effective. Conversations focus on professional development, and they are encouraged to gain relevant early years qualifications. This makes staff feel valued and grow in confidence and raises standards in teaching.

Leaders recognise when weaknesses are identified. They are keen to rectify weaknesses and raise standards across the setting. Leaders promote staff to make changes that have a positive impact on children. For example, they have introduced the use of 'now' and 'next' boards to help children who have barriers to their learning. Staff take pride in the contributions they make, and they work well together as a team. Parents also speak positively about the staff and the care that they receive. They say staff are 'kind', 'attentive' and 'approachable'. They feel that their children are in safe and capable hands.