Busy Bees at Godalming Bridge Road

What is it like to attend this early years setting?

Children at this nursery are happy and content. They demonstrate a sense of belonging, security and trust in those that care for them. The effective key person arrangements mean children have a familiar person to go to for reassurance and play. Staff know children well and celebrate their uniqueness and individual characters. The youngest children receive cuddles from attentive staff that respond quickly to babbles and unspoken cues. They become completely engrossed by the caring, loving staff that sing songs and rhymes. The children enthusiastically clap their hands and demonstrate their understanding by joining in with simple actions. Their personal, social, and emotional development are supported well.

Children's behaviour and attitudes towards learning are good. Staff consider children's interests and next step targets when planning activities. They challenge children's thinking and extend their learning through their well-considered interactions. For instance, children eagerly participate in a playdough activity that is led by staff. They are encouraged to squeeze the dough tightly in their hands and watch as it seeps through their fingers. Staff model language well and give children new words to describe this, such as 'oozes', 'gooey', and 'squishy'. Children are proud when staff praise their good use of language. Children are strengthening their hand muscles alongside extending their vast growing vocabulary.

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

• Following a breach of requirement relating to safeguarding, managers have taken prompt action to ensure all staff have a secure understanding of child protection procedures in-line with local safeguarding partners.
• The new management team have a clear vision for the nursery and devise rigorous action plans to drive forward improvements. They are passionate and dedicated to delivering high standards, support and guidance for staff to improve their personal effectiveness. They are committed to helping staff to grow within the company and develop their skills through bespoke training. This benefits the care and learning that children receive.
• On the whole, the newly devised curriculum is appropriate and helps children to build their skills as they transition through the rooms. Staff effectively teach children through everyday practice, meaningful interactions and daily routines. However, there are inconsistencies in some staff members knowledge of the curriculum and intention for children's learning. This is not yet fully embedded. Despite this, children access learning in all areas and make good progress.
• Staff provide good support for children with special educational needs and/or disabilities (SEND). They get to know all children well and gather in-depth information to understand how they can offer children with SEND the best care. Additionally, staff recognise the importance of acting promptly to identify areas that support is needed. They tailor individual plans and set targets to aid development. Consequently, children at risk of falling behind receive the support they need to continue to learn and develop alongside their friends.
• Staff enhance children's mathematical awareness through play base activities. For example, staff make potions with children and help them to learn mathematical concepts by asking them to fill containers halfway and to the top. Children confidently alert staff when they fill these to the required amount. Staff ask them to share with their friends where it is filled up to. This helps children to consolidate their learning.
• Generally, staff promote children's overall well-being through good hygiene processes and healthy lifestyle activities. Staff promote healthy foods through role-play activities and reading stories. Staff are gentle and sensitive as they wipe the noses and faces of the youngest children and encourage older children to do this for themselves. However, there are times when children are not supported well enough to wash their hands before meals. This does not fully help them to establish strong foundations for self-care routines.
• Managers and staff ensure the environment is safe for children to explore and play. Staff confidently talk about activities they have risk assessed, discussing what they have done to remove or reduce risk. They deploy themselves well to ensure the children are always supervised. Additionally, staff help children to identify hazards by taking them with them as they conduct their daily checks. This helps children to develop a good understanding of how to keep themselves and others safe.
• Parents are valued and respected as those that know their children best. Staff work with parents and other professionals to ensure consistency in learning and care. Parents share their children are developing in a nurturing environment.

What the setting must and should do next

The provider should:

• embed arrangements for the coaching and teaching of all staff to ensure they have consistent knowledge of the curriculum and what they want children to learn
• strengthen opportunities for children to learn about and follow good hygiene practice to further improve their self-care and independence skills further.