Busy Bee Nursery School

What is it like to attend this early years setting?

Children are happy, keen learners in this organised and stimulating nursery. Staff value each child and have high expectations of them. Children have warm relationships with staff, who take time to get to know each child well. Staff interact warmly with children, for example by getting down to their level and using lots of eye contact when talking with them.

The curriculum is balanced and comprehensive. This helps children to make good progress and learn useful skills in preparation for school. Children develop good physical skills. They climb across frames, play ball games and take part in organised races in preparation for sports day. Children develop good small-muscle skills as they practise doing up buttons on clothing. Children have good understanding of the world. For instance, they eagerly hunt and find snails and worms in the garden. Staff teach children the names of the minibeasts and discuss how they live. Children learn about different types of weather and seasons. They develop good mathematical skills and learn to recognise numbers. For example, children steer wheeled toys into numbered parking bays in the garden. Staff sing songs and rhymes to teach children how to count. They teach children about different types of shapes.

Children behave well. They share and take turns appropriately. Staff share group rules by using songs with children each day, which reminds them of acceptable ways to behave. Staff use praise to promote positive behaviour and tactfully explain why some behaviour is not acceptable.

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

• Children develop good creative skills. They freely select from a wide range of different textures and tools, such as mesh, material and pine cones, to create their own collages. Children use crayons, chalk and paint. They make three-dimensional models, using play dough.
• Children learn to do things for themselves. They pour their own drinks and take turns to be the helper for the day at snack time. This role involves helping to put out snacks, cups and plates for the children.
• Staff teach children good communication, language and literacy skills. For example, children bring items from home to show and discuss with other children to develop their language skills. Children engage well in stories read by staff and retell stories by using story props. Staff sing songs and rhymes where children learn new words.
• Staff provide good support for children who speak English as an additional language. They learn and display common words in children's home language. Staff use lots of visual resources, such as timetables, to help children to understand the nursery routine and help them to settle well.
• Children act in safe ways. Staff teach children how to wipe their nose and dispose of used tissues hygienically. They remind them of safe ways to behave, such as to walk indoors to reduce risk of accidents.
• The manager supports staff well. She spends time in the group room and observes staff practice. The manager provides feedback to staff to support improvement, where needed. She meets with staff individually to review and discuss work, offering assistance if required. The manager is committed to staff development. For example, staff have attended a course on outdoor play, which has led to improvements.
• The manager considers the strengths and weaknesses of the nursery and sets clear goals for improvement. For example, she plans to enhance teaching and learning for two-year-old children.
• Staff work well with parents. They talk to them each day and provide reports on children's progress. Staff work closely with parents to support children's development, such as promoting positive behaviour.
• The manager ensures that children have healthy routines. For instance, they have daily opportunities to be physically active. Staff teach children about good oral hygiene, such as by singing songs about how to brush their teeth and reading stories to support their understanding further. Staff provide children with healthy snacks which meet special dietary needs. However, they have not fully embedded ways to support children's growing understanding of the value of eating well, to further support their physical development.
• Children develop a good understanding about difference. Staff teach them about religious festivals and read stories that have characters from diverse backgrounds.

What the setting must and should do next

The provider should:

• develop children's understanding of the importance of eating well, to support their physical health.