Busy Bees Day Nursery at Birmingham QE

What is it like to attend this early years setting?

Children behave exceptionally well in this diverse nursery. They arrive happy and eager to learn. Children learn about emotions through literature. They link their peer's feelings to how characters feel in stories. For example, they say they are 'blue' just like the 'Colour Monster'. Older children have a voting station to record how they are feeling each day. Young children develop a strong sense of belonging. They identify their peers during a small muscle activity. They build a small tower from building blocks which have their peers' faces on them. Children build fabulous friendships. They are kind. For example, older children help their peers to find their knives and forks during lunch. They work together to discuss conflict. Children understand the feelings of others.

Children are extremely independent. They are competent learners. Babies independently get their beakers when they are thirsty. Older children independently pour their own drinks from a jug. Children have a wealth of opportunities to practise skills within a secure routine. They have time to learn. This ensures children are ready for the next stage of their learning. For example, toddlers practise pouring and develop hand-eye coordination as they fill and empty cups during water play.

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

• Children develop strong relationships with their key person. Their emotional needs are extremely well supported during transitions. They settle well in their new room. Children and parents make 'chatterboxes' at home. They fill the box with items of interest. Staff explore the boxes with children to learn about their likes and dislikes.
• Children benefit from the two-way flow of information between staff and parents. Their families' experiences feed into the curriculum in a practical way to support their well-being and next steps for learning. For example, staff create a baby clinic. This supports children's emotional needs when their mothers are expecting babies. Parents say they are listened to and highly supported.
• Children's views are of utmost priority. Their interests are at the core of the curriculum. Older children are part of the 'nursery council'. Together they discuss relevant topics to drive improvement. For example, the council introduced simple sign language to enhance communication and language outcomes for peers. Children complete questionnaires for leaders to evaluate nursery funding. This ensures funding is positively spent to meet the needs of the children it is for.
• Staff work in partnership with children to build a purposeful environment. They enhance children's play and encourage them to lead their own learning. For example, children make their own representations of the places they go, such as the 11C Birmingham bus route. Together staff and children use boxes to build their small world experience. They use real pictures of places in the community.
• Staff are passionate in their roles to support all children's developmental needs, including those children who speak English as an additional language and those with special educational needs and/or disabilities. Staff use innovative ways to promote and assist children's understanding, such as using visual aids. They coherently work with other staff, parents and professionals to break down barriers to learning. Staff sing songs to babies in their home language.
• Leaders are highly experienced in supporting staff. They set targets to enhance professional development. Staff benefit from a 'buddy system' where new staff are paired up with senior staff to upskill themselves. Staff are extremely enthusiastic in their roles. Leaders coach them to ensure they succeed. For example, staff are encouraged to research ideas before coming together with leaders to brainstorm findings and drive improvement.
• Staff engage with children exceptionally well. For example, toddlers smile and bounce as staff sing 'Heads, shoulders, knees and toes' to them. Staff know what children need to be taught. They use the environment to build on what children know and can do. For example, as children's interests and knowledge grow, staff add more resources to extend learning. At times, staff do not question children's ideas to fully understand what they know. For example, when children learn about the life-cycle of a flower, staff do not seek to find out the extent of what children understand, nor do they consistently question their ideas.

What the setting must and should do next

The provider should:

• develop staff's questioning techniques to enable them to test out what children already know, in order to build on children's learning even further.