Busy Bees Day Nursery at Bristol, Emersons Green

Inclusion: Strong standard

Leaders and staff have consistently high expectations for all children. They ensure that all children, regardless of their starting points or individual needs, have the support that they need to reduce barriers to their learning. Leaders work closely and effectively with parents and carers and external professionals to gather detailed information about each child. This enables them to plan and implement tailored support and provide adaptations that meet children's individual needs. As a result, children feel safe, secure and emotionally supported. This promotes their confidence, wellbeing and ability to make progress in their learning and development.

Leaders provide additional supervision for children when needed. For instance, through one-to-one support where appropriate, children receive focused attention to help them engage more fully in learning opportunities. Leaders also make effective use of internal funding to provide families with additional sessions, enabling children to benefit from more consistent support. Leaders work closely with parents and staff to ensure that any additional funding is used to meet the needs of the children it is intended for.

Leaders also place an emphasis on supporting families. They work in close partnership with parents, offering guidance, reassurance and practical support. For instance, staff assist parents in accessing external services and professionals. They attend meetings alongside parents where needed. Staff provide clear information so that families feel confident navigating support systems. This strengthens relationships with families. It also ensures continuity of care for children between home and the nursery.

Curriculum and teaching: Expected standard

Leaders focus their curriculum on promoting all children's learning and development through experiences and planned opportunities around all areas of learning. Leaders and staff know children well. They use what they know about children, their individual needs and their previous experiences to engage them in their learning and play.

Staff interactions are warm and supportive. Across the nursery, there is a focus on promoting children's communication and language skills. Staff consistently model language throughout the day, introducing new vocabulary, repeating words and extending conversations through purposeful questioning and commentary. This helps children to build confidence and develop their communication skills. As a result, children become more confident communicators. They willingly join in with imaginative play and engage with others. However, at times, staff have not considered how the noise in neighbouring rooms impacts on how well younger children can participate in group activities. Some children become distracted and cannot concentrate fully during singing and story times.

Leaders recognise that some children have fewer opportunities to be physical and develop their physical abilities. They ensure that all children benefit from regular access to the outdoor learning environment. Children enjoy being outdoors. They demonstrate eagerness to climb, use equipment and develop their physical confidence. Staff encourage and praise children for their achievements. However, at times, staff do not fully extend children's learning, as some activities and experiences are too simple. Children rush through the activity and spend time waiting for staff. Nevertheless, children show enthusiasm and are eager to participate.

Achievement: Expected standard

All children receive the support that they need to help them to make progress with their development. Most children are confident and keen to learn, and children are well prepared for the next stage in their learning, overall.

Children learn to be independent at meeting their own needs. Younger children help to find their coats and shoes as they prepare to go in the garden. Toddlers confidently fetch tissues to wipe their noses when needed. Older children are independent, keen and confident to learn. They demonstrate confidence in recognising and matching numbers. Older children enjoy doing paintings and drawing. They describe themselves as 'artists' after learning about famous artists. As children build on their knowledge and skills, gaps in their learning are beginning to narrow. Overall, children develop their language and communication skills well. Reducing noise in the environment will further support this development.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff provide a calm environment. Staff are responsive to the needs of children and this is evident in children's behaviour. Overall, children behave well. Staff act as positive role models to children, who are polite and friendly. Staff praise children and provide lots of encouragement. Children have warm and trusting relationships with staff. For instance, younger children cuddle into staff for comfort and older children enjoy playing games where they copy actions that staff lead. Children watch closely and follow the actions as they pretend to make imaginary pizzas.

Leaders and staff monitor children's attendance. They work with parents and carers to ensure that children are able to access sessions to provide the routine and consistency that they need. Leaders have been working on the routines of the day. They recognise that this is something that needs to change with the needs of the children. At times, staff do not consider how best to use routine times to ensure that children are able to focus and remain engaged in group activities. For instance, children often distract each other as group times run at the same time and the environment becomes noisy. This impacts on how well children can listen and remain engaged in their learning.

Children's welfare and wellbeing: Expected standard

Leaders and staff support children's welfare and wellbeing effectively. The use of the key-person systems helps children and families to build relationships and feel secure. Staff know children's routines and provide focused care. Babies form secure attachments to the staff caring for them. They cuddle into staff and enjoy singing songs and looking at books together. Older children form relationships with staff and their peers.

Leaders place a focus on children's health. For instance, they help parents and carers to access a dentist for their children through working with professionals in the area. Staff encourage children to follow hygiene practices; they provide healthy meals and they offer toothbrushing packs for children and their families.

Staff also support children's emotional wellbeing effectively. They help children to feel welcomed by building relationships with families. Staff use what they know about children's backgrounds and cultures to celebrate their individuality. Staff gather information about the languages children speak at home to support their communication and promote inclusion. They use this knowledge to help children to feel valued and understood.

Leadership and governance: Expected standard

Leaders suitably understand the needs and experiences of the children and families who attend the setting. They regularly reflect on their practice to prioritise their focus. For instance, they work closely with parents and carers to promote good oral hygiene as they recognise the challenge families are facing to access a dentist in their area. Leaders run initiatives on toilet training to help raise confidence with parents and staff. This helps children to be independent and confident at using the toilet before they leave to go to school.

Leaders are prioritising helping staff to implement their curriculum due to the different experiences of the staff team. Staff do not benefit from consistent support to extend children's learning further. At times, some activities that staff provide are not pitched at the right level for children. This impacts on children's interest in learning. Overall, parents are complimentary about the support that their children receive. Parents praise the support that their children get to reduce the barriers to their learning. Leaders work closely with other professionals to keep children safe and to provide the support that they need.

Staff speak positively about their work environment. They say that leaders are supportive and that they are flexible to their needs. Staff have access to professional development opportunities and take part in learning in the local area, alongside other professionals. They reflect positively on their learning opportunities. Leaders recognise that routines need to be changed regularly to meet the needs of children. However, they do not consider the impact that routine group times have on the noise levels in the environment. This impacts on children's ability to listen and remain engaged. Staff have not considered how to plan these times better to minimise the distraction to children.