Busy Bees Day Nursery at Canterbury

What is it like to attend this early years setting?

Children and their families are warmly welcomed at this unique setting. Staff support them well. For example, staff regularly liaise with the children's centre staff to ensure families access support where needed. All children make good progress. Staff promote children's happiness and safety well. For example, leaders and managers ensure that the setting is secure and that staff are vigilant when working with children. Children benefit from a well-planned curriculum which is based on their needs and interests. Staff set up motivating and engaging activities for children. For example, babies enjoy exploring animal puzzles and finding ones they know with staff. Older children enjoy exploring paint and talking about autumn time. These experiences effectively support children's communication and thinking skills.

Children with special educational needs and/or disabilities (SEND) and children who speak English as an additional language are well supported. For example, staff model good use of language when playing alongside children in the water tray. They extend children's words and vocabulary. Children repeat phrases such as 'splish, splash, splosh'. Those who started with a few words are now confident communicators. Staff have high expectations of children. They adapt their provision to support children's independence well. For example, children use tongs to choose their own snacks. This supports children's confidence in their own abilities and positive attitudes to their learning.

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

• Children benefit from staff who know them well. Staff share information about children regularly. For example, staff work closely with parents to support children's emotional well-being, offering advice and support. Children who needed support in the past can now demonstrate how to manage their emotions themselves using individual strategies. This helps children to feel secure.
• Staff are positive role models. They praise and encourage children. They celebrate their successes, clapping when children proudly show what they can do. Babies are offered cuddles and comfort. Older children play well with their friends, creating their own games together. This successfully promotes children's self esteem.
• Partnerships with parents are effective. Parents say that their children have made good progress in their communication, social and independence skills. They appreciate the support they receive as parents. Staff involve parents in their child's learning at home. For example, parents are given ideas to help their children with toilet training and behaviour. They say that the staff are kind and caring and that they could not do without them.
• Leaders and managers are passionate and committed. They ensure staff are well trained. Staff talk highly of the support they receive from leaders and managers. For example, there is a positive focus on their well-being, and managers celebrate staff with 'proud clouds', inviting children and parents to nominate them. Leaders and managers have ambitious plans for the future. For example, they intend to invest in the outdoor area to support children's wider experiences.
• Staff have developed effective partnerships with agencies such as early help and health visitors to support children and families. These strong relationships ensure children make good progress from the start. For example, leaders and managers use funding effectively to purchase new resources to support children's specific skills and gaps in learning.
• Staff plan motivating and meaningful activities for children to engage in. Children enjoy exploring trucks and diggers in the mud with their friends. Older children work closely with staff to build a wall with foam bricks, counting how high it is. This supports children's developing mathematical knowledge.
• Children benefit from learning environments which are adapted to meet their needs. Staff ensure provision is set up to support their learning and development effectively. For example, they have created large 'story corners' to encourage children to engage with books. Children enjoy listening to stories and joining in with favourite rhymes. This supports their listening skills well.
• Children know the routines of the setting. They eagerly get ready when it is lunchtime. Older children help to set tables. They talk positively about what the chef has made for them. Younger children are supported to wash their hands and find their places. However, on occasion, children are left waiting unnecessarily during some daily routines. For example, they wait for a long period while staff get their meals ready. This causes some children, including those with SEND, to become upset and impacts on their behaviour and positive engagement.

What the setting must and should do next

The provider should:

• review and improve daily routines so that children do not wait for long periods unnecessarily, including at lunchtime.