Busy Bees Day Nursery at Cheadle Hulme

Inclusion: Expected standard

Staff quickly identify children's individual needs. They work alongside parents and share concerns when needed. Leaders seek further advice and support from external agencies to implement in the setting. As a result, children benefit from this consistent approach. Staff put support plans in place for children and review them regularly to check that the support meets their needs. They monitor progress and typically make adaptations when needed. Staff get to know their children and families well. They understand the different barriers children may face and work to overcome them. For example, staff learn key phrases to support children who speak English as an additional language. Additional assessments are completed for children who face barriers to their learning. This helps staff identify children's needs more precisely and typically leads to further support.

Leaders spend additional funding appropriately to support children's individual needs. The impact of spending is monitored to ensure it is used effectively. Leaders have built positive working relationships with external professionals. For example, speech and language therapists and physiotherapists have provided care and shared their expertise with staff. This means that children's different needs can be met.

Curriculum and teaching: Expected standard

There is an established curriculum within the setting. Leaders have designed the curriculum to cover all areas of learning, while having a changing focus as children develop and grow. For example, babies focus on physical development, whereas older children build on prior learning with more advanced concepts. This means children benefit from a curriculum tailored to their age and stage of development. Staff generally adapt the curriculum so that children with special educational needs and/or disabilities can access learning that meets their individual needs. They assess children's progress and identify their next steps. Staff generally use these next steps when planning activities. Staff are engaging and children enjoy sharing their learning and play. For example, children make marks using vehicles in sand. Staff describe the tracks and talk about how they differ from tracks made in the water.

Children's language is developed throughout the setting. Babies babble and use single words, whereas older children engage in longer conversations with staff. Staff ask questions to further children's learning and understanding. For example, staff ask babies to find parts of their body and toddlers what might happen as they explore the outdoor area.

Achievement: Expected standard

Children make progress from their respective starting points. Staff know the next steps of their key children and target these through learning and play. Children with special educational needs and/or disabilities make steady progress. Individual support plans are put in place with achievable targets.

Children's communication and language skills develop. Staff appropriately support and model language for each age and stage. For example, staff working with babies use one or two words, whereas staff working with older children have longer conversations. On occasion, staff extend what children can do. For example, they name a koala bear after a baby describes it as a bear. As a result, children develop their vocabulary.

As children transition through the setting, they are prepared for the next stage in their learning and development. For example, toddlers learn to share and take turns, and older children develop their independence. Staff take time to share information both in the setting and with local schools. As a result, children are supported from the earliest point.

Behaviour, attitudes and establishing routines: Expected standard

Leaders have established clear expectations for routines and behaviour throughout the setting. There are routines in place throughout the day. Typically, children follow these routines and expectations, although these are not embedded. For example, children do not always help tidy up, which means it takes longer and affects their next learning activity. Children with special educational needs and/or disabilities are supported during these routines by being reminded of what will happen next. Staff give verbal instructions, which children can repeat back.

Staff share the expectations for behaviour with children. They take time to explain how their choices affect other children and offer alternative actions they can take. Children begin to learn to understand what is expected of them. They are supported to work and play with others. Children receive positive praise when they share. Children enjoy receiving praise, which contributes to the caring relationships they develop with staff. Furthermore, staff are attentive and invite children into games and play. Children benefit from these warm interactions.

Leaders work with parents to promote attendance. They share the importance of regular attendance on children's education. They work with parents to overcome barriers they may face by offering flexible sessions.

Children's welfare and wellbeing: Expected standard

Typically, care practices are adapted to meet children's individual needs, including those with special educational needs and/or disabilities. For example, staff show children objects to help them understand what will happen next. This helps children feel prepared and supports their individual needs. Children develop positive relationships with all staff. When children become unsettled, they seek familiar staff for comfort.

Children understand the need to develop their physical skills as they explore the outdoors. Babies' physical skills grow as they learn to pull themselves up and climb on soft play. They learn to explore safely as they are reminded to hold on. Children learn to manage their own hygiene. For example, they wash their hands before eating or after wiping their noses. This means children can look after their own health and wellbeing.

Children take time to explore their emotions and understand how they feel. They look at pictures of different emotions and talk about what makes them feel that way. This supports children's emotional wellbeing. Children build resilience as they are encouraged to persevere and have a go. They receive positive praise when they succeed, promoting their wellbeing.

Mealtimes are managed safely. Safer eating training has been refreshed to ensure children are always safe. They learn about different foods and how to eat healthily. Babies are supported as advice around weaning is shared with parents and carers. Children's health, safety and wellbeing are promoted through a shared understanding from leaders of their responsibilities and approach.

Leadership and governance: Expected standard

There have been recent changes to the leadership structure. Leaders notified Ofsted of an incident in which staff did not follow the plans in place to support children at mealtimes. Following the incident, leaders took steps to improve practice. All staff received safer eating training and further training on meeting children's individual needs. This strengthened mealtime routines, and staff now follow safer eating requirements and guidance.

Leaders understand the setting's context, strengths and areas for development. For example, they know that they have an experienced team but are working to improve this by recruiting new staff with different areas of expertise. Leaders work alongside staff to identify training needs. Staff have regular supervisions where they are given the opportunity to develop their own knowledge and skills. They report that their workload and wellbeing are considered as they are supported to complete training.

Leaders use additional funding effectively to meet the needs of children, including children with special educational needs and/or disabilities. Positive working relationships with parents and carers and external agencies mean that children are supported and receive consistent care. Parents report that staff take time to get to know children and care about them.