Busy Bees at West End

Inclusion: Expected standard

The setting promotes inclusivity and all children are welcomed, valued and respected. All children, including those with special educational needs and/or disabilities (SEND), are supported to make progress in their learning and develop a sense of belonging. Leaders and staff assess children's individual needs with careful precision and attention to detail. Staff make necessary adaptions to routines, activities and their interactions to ensure children with SEND are included and benefit from the learning experiences on offer. For example, staff consistently use 'now and next' boards to help children with SEND understand what is happening now and what comes next. This reduces uncertainty and supports them to feel secure and confident to engage in daily routines.

Staff conduct regular assessments and carefully observe all children. Where staff identify additional support is needed, they swiftly devise tailored plans and work collaboratively with parents and other professionals, such as the local authority. Staff carefully monitor children's progress and effectively review the impact of targeted support. This ensures strategies remain effective and allows a swift response to children's changing needs.

Leaders demonstrate that any additional funding is sought and used to help all children, including those that may face barriers to their learning, engage fully and reach their potential. This strengthens outcomes for children.

Curriculum and teaching: Expected standard

Leaders have created a curriculum that supports all children, including those with special educational needs and/or disabilities, to develop their skills step by step, building on prior learning. For example, staff use their knowledge to plan playful activities, such as water play, to teach the youngest children mathematics. Children learn mathematical concepts as they empty and fill containers of water, alongside singing number songs as they play. As children grow, staff support them to develop more complex mathematical awareness by building on previously learned skills, such as understanding quantity, size and shape.

Children build on their vocabulary as they learn new words and develop skills to solve problems. Staff place emphasis on supporting children's physical development as they learn to move in different ways. They lovingly guide children by encouraging them to hold their arms out as they learn to skilfully balance on wooden beams in the garden. The explicit praise and positive reinforcement helps children develop a positive sense of self, feel proud and supports their wellbeing.

Staff conduct regular assessments and carefully observe all children. The teaching during activities is purposeful and helps children to develop across all areas of learning. Staff observe children, check their progress and plan appropriate next step goals for children to achieve. However, not all staff across the setting fully understand the curriculum priorities, which limits the depth of their teaching.

Achievement: Expected standard

Children are well supported from an early age to develop the skills they need in preparation for school. Children grow in confidence and become ready and excited about their next stage of education. On the whole, children are competent communicators as they hold conversations with adults and make their needs and wants known. The youngest children learn to pay attention as they sit and listen to stories. They learn to respond to spoken language and instructions, as they eagerly lift the flaps on the books to see what is hiding underneath.

All children, including those with special educational needs and/or disabilities, or that face barriers towards their learning, generally make progress towards their individual targets from their starting points. Children develop friendly relationships with each other, hold hands as they play and seek each other out to share their learning experiences. Children have a sense of pride in what they do, build emotional resilience and independence.

Behaviour, attitudes and establishing routines: Expected standard

The positive, respectful culture staff have created supports a welcoming and inclusive environment. Staff have high expectations for children's behaviour. They consistently reinforce expected behaviours, such as no running indoors and being kind to our friends. Children listen, follow instructions well and begin to understand that the rules and boundaries in place help keep them and others safe. Staff recognise that children's regular attendance helps them establish solid routines, which supports their sense of security and readiness to learn.

Overall, children, including those with special educational needs and/or disabilities, are supported to actively participate in a range of play and planned activities. This helps them to develop positive attitudes towards learning and each other, as they share their experiences. However, at times some staff members do not always recognise when less-confident children require additional support to engage in activities or play to improve their motivation to learn. On these occasions, some children are not fully supported to develop their confidence.

Staff consistently model positive behaviour, encouraging children to take turns and play cooperatively. As such, children are kind, learn to share and help each other. For instance, children help each other as they tidy resources away, each holding one end of a large board and working together to carry it across the room to put it away. Children develop a sense of teamwork and responsibility.

Children's welfare and wellbeing: Expected standard

Staff help all children, including those with special educational needs and/or disabilities, to express their emotions. For example, they use visual real-life images that demonstrate different emotions to help children label and understand what they are feeling. This helps children to navigate social interactions more positively.

Through activities and routines, staff support children to develop healthy habits, such as encouraging good hygiene, eating healthily and the importance of oral health. Children learn about safety, and caring for the world they live in. For instance, staff teach children about the importance of recycling. They encourage children to recall what items are recyclable. Children confidently share what they know and give a list of items, such as glass, cardboard and plastic and children know about the different bins used to sort waste. They explain that they must put their rubbish in the bin to keep the environment clean. This helps children make thoughtful choices about litter and safety.

The key-person system in place is effective. Staff support all children, including those that are new, to settle quickly. They offer gentle encouragement, consistent routines and positive interactions. Staff ensure children's care routines align as closely as possible with those at home. They talk to children's parents and offer advice on sleeping, weaning and learning to use the potty. This supports children's emotional wellbeing and helps them feel secure.

Leadership and governance: Expected standard

There have been recent changes to the day-to-day leadership team. New leaders are enthusiastic and dedicated to their role with a clear ambition of driving positive improvement across the setting. They have placed focus on developing a strong workforce and value each staff member's individual strengths, which improves staff's confidence, engagement and morale. Staff benefit from regular supervision sessions, where their workloads are explored, alongside plans for future training to enhance their personal effectiveness. Leaders encourage staff growth within the company and recognise the positive impact professional development has on children's learning and care. Staff report high levels of support and guidance.

Leaders generally understand the strengths of the setting and areas to be improved. For example, leaders have reflected on how they can support children as they transition through the daily routine. They have implemented new strategies, such as circle time, to help children refocus before they enter into the next aspect of the day. Children are given clear warnings before transition times, which helps them to regulate their emotions and transition calmly. This has a positive impact on all children's behaviour, including those who may face barriers to their learning, as well as their overall wellbeing.