Busy Bees at Ely

Inclusion: Strong standard

Leaders and staff demonstrate a strong commitment to inclusion and are passionate about ensuring that all children have regular access to learning opportunities. They work quickly to identify environments to be adapted, and make sure that resources meet the needs of every child. For example, children will be regularly observed and assessed to identify their current progress, and what their next steps will be, such as timeframes to transition on to the next room. Leaders work closely with key persons and parents to reach common goals for children. Staff make thoughtful adjustments to activities and routines, to ensure that all children are fully supported to engage and participate.

Leaders have experience in working with external agencies within the setting, such as speech and language therapists. This supports a strong sense of partnership working to ensure that children receive tailored support in order to make progress. Leaders and staff carefully identify children's circumstances, and work closely with parents to ensure there is consistency both at home and the setting. Leaders identify the use of additional funding to support children's development. They work closely with families to identify additional areas of support for children, for example, through purchasing additional resources or supporting staff to undertake additional training.

Children who speak English as an additional language are well supported to develop their communication skills. Staff regularly communicate with parents to discuss children's progress and identify effective ways to support their language development. Children are praised and celebrated when they achieve new language milestones, helping them to develop their confidence in this area.

Curriculum and teaching: Strong standard

Leaders and staff have a consistent understanding of the curriculum, and what they would like children to learn. The curriculum supports staff to have a strong understanding that all children are unique, and make progress at their own pace, including those who may face barriers to learning. Staff in younger rooms identify the importance of supporting children's physical development. For example, staff support children to take their first steps by walking behind them while holding their hands. As children achieve this movement, staff consistently give praise to children through words of encouragement and applause, celebrating their success. As a result, children develop increasing confidence in their gross motor skills and learn how to become resilient with new challenges.

Throughout all rooms, staff use invitations for children to learn through different themes and topics. For example, in younger rooms, children are excited to learn about different animals, what they look like and the noises they make. Staff demonstrate consistently high-quality teaching, by regularly extending children's play to build on their interests and link to different areas of learning. For example, children use play dough to create different shapes using tools, such as rolling pins. They then incorporate these creations into imaginative role play, pretending to make food for animals. As a result, children strengthen their fine-motor skills and coordination, as well as building on their imagination and creativity skills. Throughout these interactions, children also develop their communication and language by interacting with their peers and adults.

Achievement: Strong standard

Children throughout the rooms make strong progress from their starting points, including those who face barriers to learning. Children develop the essential skills they need to become increasingly independent. For example, from a young age, children learn to feed themselves using cutlery, while older children confidently serve their own portions at mealtimes. As a result, children demonstrate progress in the development of their confidence and a strong sense of responsibility for their own needs.

Transitions between rooms are thoughtfully managed to ensure that children are ready for the next stage in their learning. Transitions are adapted to meet children's individual needs, allowing additional time in familiar environments where necessary. During the beginning stages of transitions, staff take time to get to know them well, carefully considering their starting points. This supports children to build on what they already know and can do, to achieve well over time. Older children are supported to develop key-physical skills, such as learning to safely climb stairs. Staff provide appropriate guidance and encouragement to help children feel confident with these movements. This helps them to develop their independence and be ready for older rooms.

Behaviour, attitudes and establishing routines: Strong standard

Children build nurturing relationships with leaders and staff throughout all age groups within the setting. Children regularly seek reassurance from staff members when they are upset, and quickly learn to regulate themselves during meaningful interactions and comfort from adults. Staff show a consistent approach to supporting and understanding children's behaviour, and ensure that approaches are adapted to suit their different ages and developmental stages. Children show consistently positive attitudes to learning, and understand what is expected of them. For example, children are asked to tidy up when preparing for mealtimes. They happily do so and work collaboratively with one another, showing they can follow instructions well.

Children are supported to understand and manage their own emotions. For example, during group times, staff provide meaningful opportunities for children to reflect on and express how they are feeling. For example, children indicate their emotions by pouring oats into a cup, while engaging in discussions with staff and peers about how they are feeling, and what they can do to improve their mood. As a result, children develop a strong sense of self, and begin to use simple strategies to regulate themselves.

Staff implement highly effective strategies to reinforce positive behaviour, including regular praise and celebrating children's achievements. As a result, children make positive progress and develop a clear understanding of expectations within the setting.

Children's welfare and wellbeing: Strong standard

Leaders ensure that children's welfare and wellbeing is consistently focused on throughout all ages within the setting. Children are supported to develop polite manners during mealtimes. For example, they independently find their place mats and wait for their peers to be seated before beginning to eat. Older children particularly enjoy additional responsibilities, such as preparing for mealtimes by laying the tables. This supports children to develop a strong sense of responsibility and independence, helping them to progress on to the next stage of their learning.

Staff consistently teach children how to develop thorough hygiene routines. Children understand the importance of keeping themselves clean and are supported to become independent in doing so. From a young age, staff consistently reinforce the importance of washing hands before and after mealtimes, as well as messy play. As children transition to older rooms, they are supported to carry out these routines independently and take responsibility for their own personal care. For example, staff provide face wipes and model how children can clean their faces after eating. As a result, children develop good personal hygiene habits, increasing their independence and contributing positively to their overall personal needs.

Leadership and governance: Strong standard

Leaders have an enthusiastic approach to ensuring that all staff are consistently providing children with engaging learning opportunities. Leaders show that they are passionate about their roles and making positive impacts for children. Leaders regularly assess the setting's strengths and areas for improvement and ensure that this is communicated with staff. For example, leaders have identified that staff should always consider the purpose behind planning and the carrying out of activities. Although staff consistently deliver high-quality teaching throughout the setting, embedding this further will help to ensure that every learning opportunity is used to maximise children's progress.

Leaders reiterate the importance of continuous improvement for staff. For example, they carry out regular supervisions and deliver constructive feedback to staff, to identify areas for improvement. Leaders develop close relationships with parents, and enjoy working with them to ensure that children receive the best outcomes at the setting. They value consistency in routine for children both at home and within the setting, and understand ways in which parents can be supported further to ensure children's barriers to learning are reduced. Leaders foster an open-door policy at the setting, to promote open communication between leaders and staff. This encourages staff to regularly check in with leaders about their own wellbeing, and any concerns they may have.

Leaders value parent participation throughout the setting. Leaders will regularly meet with parents to discuss children's progress and next steps. Parents are encouraged to take part in activities with children at home and share this with the setting, resulting in strong partnerships that support children's learning and development both within the setting and at home.