Busy Bees at Epsom

What is it like to attend this early years setting?

Children enjoy their time at the nursery. They are happy and confident as they explore the environment. Children settle quickly in the well-resourced rooms. Babies confidently explore the environment and pull themselves up on low-level play equipment. They know that staff are nearby for reassurance when needed. Toddlers and older children chat with friends and are keen to engage in activities. For example, they chat together when trying to get a pumpkin out of a bucket. They negotiate and try different strategies to remove it. Children celebrate with a high five when they complete their task. This shows that children are emotionally secure at the nursery.

Children gain an understanding of the world around them. They learn about safety. Staff encourage children to be garden detectives. They check the nature garden is safe and secure before they begin their bug hunt. Children express their delight in finding worms in the garden. They tell their friends to be careful when looking under logs. Staff talk to the children about where the worms live and what else they find. Children describe the worms as 'wiggly' and 'jiggly' and laugh when it tries to wriggle down their sleeve.

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

• Staff provide children with a curriculum that is based on their likes and interests. Staff plan activities to support what children already know and what they need to learn next. However, some activities are not pitched at the right level. For example, staff introduce words to younger children that are too complex. This results in some children losing interest and becoming disengaged in their learning.
• Children with special educational needs and/or disabilities (SEND) have effective support. The special educational needs coordinator (SENCo) uses assessments to identify gaps in learning. He works with parents and other professionals to ensure there are swift plans in place. This ensures children are continuously making progress.
• Generally, children have positive attitudes towards learning. They are eager to explore and investigate their surroundings. For example, older children count, compare and use positional language while finding worms in the garden. Toddlers concentrate when mixing paints as they use their fingers and brushes. Babies are curious about textures and messy play as they explore inviting opportunities. This allows for children to become engaged in their learning.
• Children are beginning to develop their independence and self-care skills. Older children wash their hands after painting and learn how to put away their toys. However, occasionally, they are not always given the same opportunities to practise these skills.
• Children who speak English as an additional language are supported effectively. Staff learn keywords in children's home languages to help them feel secure. Leaders have excellent partnerships with external agencies. For instance, translators visit the nursery to provide specialist support to children and their families. This develops their communications skills.
• Partnerships with parents are strong. Staff exchange information with parents about every aspect of their children's care, learning and progress. For example, staff work with the local health visiting team. They support parents with children's two-year-old checks. The manager works with the parent representatives to ensure parents' views are heard.
• Staff provide opportunities for children to learn about diversity in our communities. They enjoy celebrating and learning about other cultures and faiths. For instance, children learn about Black History and Diwali. They learn about what makes them unique. This helps children to develop respect for others.
• Children take part in a range of stories, rhymes and songs throughout the nursery. Babies cuddle with staff as they explore books. Toddlers enjoy dancing as they sing familiar nursery rhymes. Older children recall characters in stories and suggest what might happen next. This helps children to develop a strong knowledge of stories, songs and rhymes.
• The highly knowledgeable management team have a clear vision for the future. Supervision is robust and the professional development of staff is a priority. The leadership team carry out a combination of virtual and face-to-face training. This supports staff to develop their knowledge and skills even further.

What the setting must and should do next

The provider should:

• strengthen the implementation of the curriculum to ensure activities are pitched at the correct level for all children and support their next steps in learning
• strengthen the opportunities for children to develop their independence and self-help skills even further.