Busy Bees At East Grinstead

Inclusion: Strong standard

Leaders and staff have secure knowledge of the children throughout the nursery. They also ensure that they regularly assess children's progress so that they can promptly identify and respond to their emerging needs. Leaders and staff recognise the various factors that may create barriers to children's learning. This enables them to anticipate what type of support children may need to try to minimise any potential impact on their continued learning. For example, staff gather all relevant information about children so that they can effectively support them to quickly settle when they start or move between rooms. As such, these children swiftly adapt and enjoy the learning opportunities available to them.

Leaders and staff have an effective awareness of the different types and levels of support that are available. They persevere in their task of ensuring that children access all relevant support. Staff work cohesively with parents and carers, external agencies and other settings that children attend to achieve better outcomes for children. This has a demonstrable impact on their progress. For example, children with delays in their communication and language skills develop to an extent where they can successfully make their wants and needs known to those around them.

Leaders and staff ensure that children receive any additional funding that they are entitled to. They carefully consider ways to ensure that funding is used so that it is highly impactful for children's development. For example, they have purchased resources to support children's developing social skills.

Curriculum and teaching: Strong standard

Leaders have high expectations for children's progress. They have a secure overview of the nursery. This enables them to ensure that the delivery of the curriculum is high quality and impactful for all children. Leaders and staff consistently reflect on the impact of the curriculum on children's learning. They make relevant adaptations to ensure that it continues to extend children's learning. For example, staff offer children additional resources during group activities. This enables children to build on their their concentration skills and continue to benefit from the intended learning.

Leaders and staff consistently consider ways to support children's progress. They carefully plan for their learning so that it is well sequenced and firmly embeds new knowledge and skills. Leaders and staff use all opportunities to ensure that children benefit from a broad curriculum that supports their development in all areas of learning. For instance, they use mathematical language with younger children as they build towers with blocks. Older children confidently name a range of numbers. With gentle encouragement from staff, they successfully form recognisable numbers using paint.

Leaders support staff to ensure that children's daily routines are firmly embedded. For example, staff sing the same song across the nursery before mealtimes and children eagerly join in with the familiar words. As such, children have a firm understanding of what is expected of them at appropriate times throughout their day at nursery.

Achievement: Strong standard

Children make secure progress in their development across all areas of learning. This ensures that they are very well prepared for the next stage of their learning, including their move to school. For instance, children enjoy voting for which song they would like to sing next. They actively join in with the chosen song, showing their emotional resilience when their song is not chosen.

All children, including those who face barriers to learning, successfully build on their communication and language skills. For example, younger children learn to point to wall posters to indicate that they want a drink. Children with speech delays receive support to extend their vocabulary so that they can communicate their wants and needs to others effectively.

Children benefit from staff's skilful ability to make adaptations that precisely meets their individual needs. For instance, staff provide steps so that children can independently wash their own hands at appropriate times. This ensures that children feel valued and included during their time at nursery.

Behaviour, attitudes and establishing routines: Strong standard

Leaders and staff skilfully create a calm learning environment that stimulates children's fascination and interests. This lends to children's consistently positive attitude to learning throughout the nursery. For example, children explore their surroundings. They join in with either group activities or selecting toys to play with from the variety of choices available to them. Staff further build on children's engagement by inviting them to join group activities. Alternatively, they move themselves to support children with their chosen activities. This supports children to build on their concentration skills.

Leaders and staff have high expectations for children's behaviour. Children show increasing levels of respect towards their peers. For example, they ask their friends if they can have a turn playing at the sand tray. Staff recognise these moments and praise children for their positive behaviour. Leaders and staff also ensure that they organise children's experiences so that they have a secure understanding of what is expected of them. This includes firmly embedding children's daily routines. Children consistently show positive behaviour as they move between these familiar routines. For instance, they know to wait for their name to be called before they go to wash their hands. Children understand to begin eating their meals after they have finished singing their mealtime song.

Children's welfare and wellbeing: Expected standard

Overall, leaders support staff effectively to understand their roles and responsibilities to ensure that children's welfare and wellbeing needs are well met. For example, staff work closely with parents and carers so that they can follow children's home routines. This enables staff to meet children's individual needs. Children show that they feel safe and secure as they confidently engage with leaders and staff. However, the organisation of mealtimes is not as consistently effective as other aspects of the daily routines. Although children are appropriately supervised, the movement of staff during these times does not always support children to fully benefit from meaningful social interactions.

Leaders and staff provide children with opportunities to learn how to keep themselves healthy and safe. This includes organising activities where children learn to take appropriate risks. Children enjoy spending time building an assault course with wooden planks and blocks. Staff gently encourage children to check that their construction is safe for them to use. Children spend time testing out how secure the planks of wood are before walking on them. Additionally, staff extend on stories that children have been learning to build on their awareness of foods that are healthy and unhealthy for them. This supports children's awareness of how to take care of their own bodies.

Leadership and governance: Expected standard

Leaders met their legal responsibility to notify Ofsted of a breach of requirements in relation to the supervision of children. They have since taken appropriate action to strengthen and improve the procedures when children move around the nursery, such as going into the garden. This includes putting up posters to remind staff to count children at different points within the nursery. Ofsted is satisfied with the steps that leaders have taken and will not be taking any further action.

Leaders have effective oversight of the nursery. This enables them to identify their strengths and areas for further development. Leaders are reflective and actively respond to feedback to help them further improve the quality of the service they provide. For example, following the previous inspection, they have supported staff to enhance their interactions with children. This means children consistently benefit from meaningful opportunities to develop their language skills.

Staff report that they enjoy working at the nursery. They are supported well by leaders, who prioritise their wellbeing and professional development. Leaders ensure that staff access regular and relevant training, which enables them to have a secure understanding of their roles and responsibilities. Leaders also support staff to pursue further training. For example, some staff have undertaken sign language training, which enables them to provide children with targeted support in their development.

Leaders have developed secure partnerships with parents and carers. They ensure that they keep parents informed of their children's progress. Leaders and staff provide parents with ideas for children's learning at home, to further build on children's development. However, not all parents are aware of how to support children with their children's individual next steps, which does not fully enable children to receive targeted support.