Busy Bees at Bicester Kingsmere

What is it like to attend this early years setting?

Since the last inspection, the provider has instigated significant improvements that have raised the quality for children. Staff now support children's behaviour effectively, and children are, overall, settled and ready for learning. Children are confident and enjoy exploring the activities on offer. The provider has introduced a cohesive curriculum, and staff all understand what the intentions are for children's learning. Each room focuses on a story book, song and concept of learning. These are relevant to children's age and stage of development and encourage all children to develop a love of books and a wide repertoire of rhymes and songs. Staff encourage babies to learn words that they hear often to help support them in communicating. They link the word to the item or concept so that children become confident in understanding and using new words. Older children are expressive as they play and are growing into confident talkers.

Children with special educational needs and/or disabilities make good progress in their development. Staff are ambitious for all children and work effectively with other professionals and parents to ensure that children have the individual care and attention that they need to thrive.

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

• The provider has developed a well-organised curriculum with a good focus on the prime areas for younger children. Staff encourage babies to move, join in and develop confidence. Staff provide older children with activities that help them to practise skills that they will need when they move on to school, such as getting themselves dressed.
• There is a logical order to the curriculum, and this builds on what children already know. Through using a rehearse and retrieve approach, staff repeat activities that encourage children to practise their developing skills, such as counting and recognising numbers. However, due to staff recruitment and retention being an ongoing challenge, the curriculum is not always implemented effectively. Senior leaders are aware of this issue and are providing extensive mentoring and guidance to develop the staff team and ensure that they can consistently put the good plans for children's learning into action.
• Some adult-led activities for older children are not always carefully planned and thought-out. Staff do not consistently ensure that all children are actively involved and able to achieve the intended opportunities for learning.
• Children are self-motivated and able to lead their own play. Staff provide creative ways for children to regulate their own behaviour. For example, children place their hands over hand prints on the wall. They push against the wall when they are feeling overwhelmed or angry. Children understand this simple way to express their strong feelings. Along with multiple other positive activities, staff are confident in encouraging children's good behaviour.
• Staff treat children kindly and handle babies respectfully. Before completing a care routine, such as a nappy change, they talk to babies and explain what is going to happen next. In doing so, it helps to prepare them and they cooperate well.
• The setting is inclusive and supports children and families from diverse backgrounds. Staff know about children's families and home lives and provide an environment where everyone feels welcome.
• Staff know their key children well. They share deep bonds with children, who demonstrate that they are content and comfortable in their company. Through tactile and gentle interactions with staff, children develop in confidence and emotional security.
• The provider is focused on improving the knowledge and skills of the staff team. Staff receive supportive supervision sessions that help them to understand how they can enhance children's learning. The staff team share a commitment to continually raising the quality of the setting. There are effective action plans in place to help make this commitment a reality.
• There are good relationships with parents, who feel included in their children's learning. They are well-informed about their children's progress, so they know how to support their development at home. The setting's well-established relationships with local schools benefit children when they move on to the next step of their education.
• All staff, including those who work infrequently at the nursery, have a very good awareness about their role and responsibilities in keeping children safe. They understand about how to identify and report any concerns about children's welfare to the relevant member of staff or external professionals. This helps to keep children safe.

What the setting must and should do next

The provider should:

• embed the curriculum so that all staff are confident in implementing it effectively
• encourage opportunities for children to be more purposefully involved in activities that are led by adults.