Busy Bees Day Nursery at Braintree

What is it like to attend this early years setting?

Children arrive eager to learn. Babies and toddlers settle quickly and have established close bonds with their key person. Children engage in activities supported by the caring, nurturing practitioners. Children enthusiastically investigate the inspiring activities provided. Practitioners are skilful in supporting the children's interests. For example, children enjoy stories about families. They share their own family photo books and talk about different types of families. They discuss the similarities and differences which leads them to compare hands and feet. They use rulers and work together using mathematical language to decide who has bigger feet.

Children show sustained levels of concentration as they cut and juice fruits. They manage the juicer well and this helps strengthen their hand muscles in preparation for early writing skills. They persevere as they cut limes and delight when they succeed. Children share their knowledge, explaining that watermelons grow on the floor, because they are heavy and would smash if they fell from trees when ripe. Practitioners support children's interest in a local building site. Children recall information they have previously learned about structures. They use new words, such as 'foundations'. Children work in a team and follow the plans they have drawn to build their own 'coffee shop'.

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

• The manager is passionate about her role and is committed to providing the best outcomes for children. The manager has worked hard to secure a good team of practitioners who share her enthusiasm. The manager, supported by her senior managers, has a clear vision of how to provide high-quality care and education. Practitioners feel valued and speak highly of the manager. Their morale is good. Practitioners are supported in their own professional development. There is a culture to evaluate and share new ideas with the team.
• Partnerships with parents are well established and they speak highly of all aspects of care and learning. Parents comment that the communication is very good and they are fully involved in their children's learning and progress. Parents comment that the practitioners are amazing and highly professional. They express their gratitude and feel supported to continue their children's learning at home. They welcome ideas and resources available to them.
• The manager ensures the curriculum is planned and securely embedded across all areas of learning. She provides an inclusive environment. There is a strong emphasis on teaching children independence skills. Children are very confident and happy. They self-register, their artwork is displayed, and their achievements acknowledged, creating a sense of belonging. There is a sharp focus on supporting their personal, social and emotional development. Children's behaviour is good. They understand what is acceptable. Children show a willingness to help. They listen intently when practitioners talk to them, and they respond positively to requests.
• Children make good progress in their language development. Practitioners are good role models. They introduce new and challenging words during activities to broaden the children's vocabulary. Babies and toddlers hear words repeated. They have many opportunities for rhyme time, singing and listening activities and the practitioners introduce sign language to help communication. Children who speak English as an additional language can hear their first language as pre-recorded language buttons are used to communicate familiar everyday words. However, while practitioners pose open-ended questions, there is a tendency to ask too many questions, and they do not always allow children time to think, process information and respond.
• Babies' individual routines are respected. They are made comfortable in a quiet, cosy sleep room. Toddlers who require a nap have a sleep mat and fresh linen. They have comforters and are soothed by practitioners, who keep a watchful eye while they sleep. Practitioners encourage babies to be independent at mealtimes. They prepare children who are transitioning to the toddler room to help them manage the changes. For example, toddlers sit on small chairs for meals and use two pieces of cutlery. They visit with their friends and key person, so that they see familiar faces.

What the setting must and should do next

The provider should:

• strengthen the use of effective questioning skills to give children more time to think and respond to questions and enable them to share their thoughts and ideas.