Busy Bees at Cambridge Westwick

Inclusion: Expected standard

Leaders typically identify children's needs quickly. They know which children receive additional funding and which children have emerging special educational needs and/or disabilities (SEND). They gather information from parents and use advice from external partners, including speech and language therapists and the inclusion officer from the local authority. Leaders use an established approach to assess and plan for children with SEND. Staff understand children's next steps and talk confidently about them. Leaders do not consistently act swiftly enough to secure additional funding that children may be entitled to. Parents are fully involved in reviews about children's progress.

Children with SEND are usually supported to join activities. Staff use simple language, gestures and picture cues. Children learn new words and practise asking for help. Staff adapt routines, such as offering quieter spaces, to reduce barriers. Children with English as an additional language settle well and show no barriers to learning. Those with barriers to learning or who are know to social care generally make progress from their start points.

Leaders promote inclusion through shared cultural experiences. Families send items from home. Children explore books about different families and cultures. This helps children feel represented and respected. Leaders generally reduce barriers and children make progress. Some children with emerging SEND spend small pockets of time without guided support to help them stay engaged in learning. Staff do not always make swift or systematic adaptations to help them stay focused. Funding for additional support has not yet been secured, which slows the progress that children could be capable of.

Curriculum and teaching: Expected standard

Leaders understand the curriculum well. They use an ambitious approach to build confidence, independence and curiosity. Staff generally know what they want children to learn and why. They plan activities that link to interests, such as animals, tools and sensory exploration.

The curriculum is mostly taught well. Babies develop strength as they reach into sand and climb on frames. Children develop language as staff name colours, describe textures and model new words. Early maths is seen as staff encourage children to count blocks, compare cup sizes and match dots during planned activities. This helps develop early mathematical concepts in preparation for later learning. Staff support children to develop fine motor skills as they connect puzzle pieces and make marks in sand.

Staff narrate alongside play, praise effort and help children practise skills. Children enjoy stories and songs and show interest in repeated phrases in much loved books. Staff ensure that children have access to books in all areas. This helps develop a love of reading from an early age and adds important literacy into play. Staff revisit learning, such as naming animals or exploring what happens when you add water to sand, to help children remember. Children with barriers to learning are mostly supported well. Staff use targets and feedback from professionals to tailor their teaching which typically removes any barriers to learning.

Teaching is not yet consistently high quality. Staff do not always extend children's ideas, such as when children build structures with crates or mix ingredients in the mud kitchen. Staff do not consistently recognise or utilise opportunities to deepen children's thinking or develop their ideas. Children learn well and make progress but teaching is not consistently matched to the ambition of the curriculum.

Achievement: Expected standard

Children generally achieve well from their starting points. Babies develop strong physical skills as they climb, balance and explore sensory play. Children develop communication skills as they listen to stories, repeat phrases and use new vocabulary. They show early maths understanding as they count, match and compare quantity and numerals.

Children develop confidence and independence. They pour water, scrape their plates at lunch and choose which food to eat. They show curiosity in nature and enjoy exploring outdoors, demonstrating their growing awareness and knowledge of the natural world. Children show excellent social skills such as sharing and turn taking as well as impeccable table manners. Children are developing an ability to recognise a range of feelings and emotions. They do not always know how to apply these to real-life situations that arise and staff sometimes step in to help them manage and regulate their feelings.

Children with special educational needs and/or disabilities make progress, especially in communication. They learn simple words and begin to join play. Generally, they are supported to access the curriculum, and they make steady progress from their start points. Typically, children gain the knowledge and skills they need for their next steps.

Behaviour, attitudes and establishing routines: Expected standard

Children behave well. They show kindness, share resources and play cooperatively. Staff model calm behaviour and remind children of simple rules. Children respond positively to reminders such as 'walking feet' when they run inside. Leaders set clear expectations about behaviour. These are commonly applied by staff and understood by children.

Children show positive attitudes to learning. They concentrate during stories, explore sensory play and join in with songs. They enjoy outdoor challenges and show resilience when climbing or balancing. Routines are well embedded and transitions are organised. Children with special educational needs and/or disabilities particularly benefit from these clear routines. Children wash hands, sit safely at mealtimes and follow transitions smoothly. Staff promote healthy habits and independence. Children pour water, use cutlery and talk about healthy food.

Staff generally remind children of rules. Some children need more help to manage feelings and re-engage in learning after emotional outbursts. Staff generally teach children about feelings and emotions but do not consistently apply this to their teaching to help children manage feelings successfully. Children feel safe, behave well and enjoy learning. They attend well and leaders promote the importance of regular attendance.

Children's welfare and wellbeing: Strong standard

Children's welfare and wellbeing are a high priority. Leaders consistently prioritise children's safety, health and emotional security. Policies and routines are robust and well understood. Staff follow safe sleep practises, safe eating routines and allergy procedures with care. Leaders ensure that children who have special educational needs and/or disabilities, or those who have barriers to learning are supported to feel safe and develop a sense of belonging. The warm, nurturing and secure attachments mean that children develop the emotional security they need to be successful learners.

Children build secure attachments with staff. Babies receive warm, nurturing interactions and responsive care that makes them feel safe. Staff talk to children during nappy changing to develop trust and security. Children feel valued and confident because staff consistently offer praise and boost children's self-esteem.

Children learn healthy habits. They talk about hydration, vegetables and the importance of cleaning their teeth. Children practise good manners and independence, and staff act as superb role models. Children pour water at mealtimes and engage in conversations about hydration. Staff promote independence and a sense of responsibility as children scrape their plates after lunch.

Staff promote physical activity through climbing, balancing and outdoor exploration across all ages. Children access fresh air in abundance as they explore the extensive grounds. Older children understand risks. They recognise safety signs outdoors and know not to go behind the shed. Staff teach them how to stay safe in simple, clear ways. Routines are embedded, adaptations are thoughtful and children consistently make healthy choices.

Leadership and governance: Expected standard

Leaders understand the setting's strengths and areas for development. They have improved staff wellbeing and created a positive culture. Staff feel valued and supported. Leaders are easily accessible to staff, they hold reflective discussions and regular training to build staff confidence.

Leaders act on concerns and make changes. They have improved safeguarding paperwork and strengthened oversight of staff understanding about how to raise concerns. This has strengthened the staff approach to sharing concerns swiftly and with confidence. Leaders have moved the office downstairs which has helped them to oversee the curriculum. This alongside observations supports them to monitor practice. Leaders focus on curriculum understanding and wellbeing. Training is not yet sharply matched to individual needs to support them to develop high quality teaching.

Leaders work well with parents. Families feel informed and involved. Home learning is supported and well received by parents. Leaders are mindful of workload. They offer wellbeing spaces and provide regular praise. Leaders have prioritised staff wellbeing and have worked hard to create the positive staff culture that exists. As a result, staff morale is high.

Leaders act appropriately and have made significant improvements in a short space of time. They generally understand priorities and drive relevant improvements. Although evaluation is not always precise enough and does not always lead to targeted professional development.