Busy Bees at Addlestone

Inclusion: Expected standard

Leaders and staff create a warm, welcoming environment where children feel included and valued. Staff make appropriate adaptations for children with special educational needs and/or disabilities and those children with emerging gaps in learning. They support children to understand their feelings, manage their behaviour and build positive relationships, which helps all children develop positive attitudes to learning.

Leaders support staff to reflect on what they know about each child. When children need extra help, staff write individual plans and involve external professionals where necessary. Staff provide one-to-one support for some children in receipt of additional funding, using focused interaction to build communication skills, encourage sharing and turn-taking and help children manage transitions.

Staff listen to children's choices and respect their interests. In general, they understand each child's preferred ways of playing, which helps children feel confident, settled and ready to participate in routines. When staff notice that children favour particular resources, they adapt activities so they can introduce new learning through those interests. This ensures that all children access a broad, balanced range of experiences and stay engaged in the provision.

Curriculum and teaching: Needs attention

Leaders have begun to identify areas for improvement in the curriculum. However, this work is recent. While actions are appropriate, they are not yet improving quality and consistency across the setting, particularly for disadvantaged children, those known (or previously known) to children's social care, and those facing other barriers to learning or wellbeing.

Leaders provide clear, effective support to help staff adapt and implement the curriculum so it is inclusive for children with special educational needs and/or disabilities. They are also developing staff knowledge to better assess communication and language for children who speak English as an additional language.

Typically, staff use interactions with children to help them develop their communication and language, including through stories and rhyme time. However, inconsistency in staff's understanding of child development impacts how appropriate these interactions are for the ages of children. For example, those working with older babies and toddlers sing complex rhymes and read lengthy stories that are difficult for young children to follow and remain engaged with for long periods of time.

Although staff regularly observe and assess children's progress, this is not always comprehensive and fails to identify next steps for children's learning. This includes the progress check for children between the ages of 2 and 3. As such, staff and those supporting children within the setting are not provided with guidance on how to plan for their continued progress. Children enjoy their time at the setting, however not all staff plan purposeful experiences to continually support them to develop skills and knowledge over time.

Achievement: Needs attention

Some groups of children, including those known (or previously known) to children's social care and those facing additional barriers, do not make the progress they could. This is due to weaknesses in curriculum planning, assessment and the teaching of some staff. For some children, next steps are not specific or closely matched to what they already know and can do. Other children are progressing well from their starting points. The very youngest babies are supported to become independently mobile, taking their first steps, crawling through tunnels and learning the words to familiar songs and rhymes.

Toddlers are learning to listen and follow simple instructions. They are beginning to manage their own needs, such as putting on their coats and recognising when they need to use the toilet. They enjoy riding balance bikes, demonstrating good coordination and muscle control. They are developing the vocabulary and confidence to ask for help when they need it. Older children are gaining a deeper understanding across all areas of learning, including mathematics. They are adding and subtracting numbers up to 5 and matching numbers to quantities.

Behaviour, attitudes and establishing routines: Expected standard

Children across the setting show positive attitudes to learning and settle well on arrival. They enter the environment calmly, ready to engage, and respond positively to the well-established morning routines. Staff provide a warm, predictable atmosphere that helps children feel secure and understand what is expected of them.

Children cooperate with each other and are developing increasing levels of independence appropriate to their age. They move confidently between different areas of provision and transition smoothly between routines and activities. Behaviour is generally appropriate, and children demonstrate kindness towards others. They share resources, take turns and are developing a clear awareness of how their behaviour impacts on their friends. Interactions are usually respectful, and children listen to one another and follow instructions with growing confidence. When challenges arise, staff offer timely support that helps children manage situations effectively and learn from them.

The curriculum supports children's social and emotional development well. Children are encouraged to identify their feelings and use simple strategies to manage their emotions. They are becoming more resilient and willing to try new experiences, even when they feel unsure or face a challenge.

The daily routine is structured to support learning effectively. Stories, songs and purposeful activities offered indoors throughout the day help children maintain interest and engage for sustained periods. As a result, they are developing concentration, self-control and the skills needed for the next stage in their learning.

The setting works closely with families to promote regular attendance and punctuality. Staff remain alert to any signs that may indicate a concern and take appropriate action to promote the safety and welfare of all children.

Children's welfare and wellbeing: Expected standard

Children's welfare and wellbeing are promoted well throughout the setting. Warm, trusting relationships are established between children and staff, helping children feel safe, secure and ready to engage in the day. Staff know children as individuals and take account of their personalities, interests and specific needs. This secure emotional foundation supports children to separate calmly from their parents and settle with confidence. Throughout the day, children approach routines positively and seek comfort, reassurance or support from familiar adults when needed. The youngest babies are supported by staff that know them and their individual needs well. They are closely supervised during sleep times and treated with care and respect during nappy changes. Staff sing to them and use these daily routines to further nurture the key-person relationship.

Staff have a clear understanding of children's health, education and care plans. Leaders and those with designated responsibilities are well informed about changes to children's circumstances and additional needs. Effective systems are in place to gather, review and update key information, including dietary needs, allergies and medical plans. Children remain safe because staff follow these procedures consistently. Snack and mealtimes are managed safely.

Children's emotional development is supported well. Staff help children recognise and express their feelings and use simple coping strategies when they feel unsure or anxious. Everyday discussions are used to build emotional understanding and resilience. Children also develop self-care skills, including handwashing, staying hydrated and helping to maintain their environment.

Leadership and governance: Expected standard

There have been recent changes to the leadership and management team. These are already having a positive impact on the provision, including staff wellbeing and workload. Leaders have strengthened induction, training and development, and introduced systems to monitor the impact of new knowledge on children's outcomes. However, systems to identify and meet all staff's individual development needs are not yet fully embedded. Leaders do not consistently review staff strengths and areas for development. As a result, not all staff are fully equipped to plan effectively for children's learning, particularly those who are disadvantaged, known (or previously known) to children's social care, or who face additional barriers.

All staff have received supervision from the leadership and management team, and room meetings take place to develop action plans to improve practice. This includes a focus on the outdoor learning environment, which for some children is not as considered and engaging as the indoor environment. This is particularly the case for 2- and 3-year-old toddlers.

The leadership team is reflective and committed to continuous improvement. They have strengthened systems to ensure that records relating to complaints, staff suitability and training are well maintained and readily available. Organisation and oversight have improved. Building positive partnerships with parents has been a key focus of the leadership team. Feedback from parents and staff reflects the pace and impact of improvements. Leaders have prioritised the curriculum and teaching for children with special educational needs and/or disabilities and for those in pre-school preparing for school. They are clear about the next steps needed to further improve outcomes for all children.