Busy Bees Day Nursery at Derby Oakwood

What is it like to attend this early years setting?

Children are keen to start their day at nursery. They rush through the door and knock eagerly on the window of their room, waiting for staff to open the door. They confidently wave goodbye to their parent and snuggle with the familiar staff. Children show that they feel safe and secure in their care.

Staff are helping children learn how to keep themselves and others safe. Children know what a hazard is and how staff can help keep them safe. For example, children complete 'garden checks' in the outdoor area with staff, before they go out to play. They know to tell an adult if they spot a hazard, such as a broken toy. When children find a bee on their play equipment, they call a member of staff over to help move it. They decide that a leafy plant would make the most appropriate home so the bee can 'make honey'. Children enjoy learning about where the bee has come from and share the adventures it might go on, making reference to 'Buzz' the nursery teddy. Children and staff work together as a team to carefully move the bee. They show a great responsibility in taking care of their environment.

Children demonstrate awareness of expected behaviours. They are kind and considerate to each other. They share and take turns, with gentle reminders offered by staff. Staff talk to the children about their emotions and ways that they are feeling. All children receive good levels of support and reassurance from the staff. This has a positive effect on children's confidence, behaviour and emotional well-being.

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

• During adult-led focused activities, staff ask children high-quality questions that develop their thinking. They teach children new vocabulary that expands their knowledge. However, during the more spontaneous play opportunities, staff are not as confident in applying these teaching methods. For example, when children declare that they have found a snail in the garden, staff reply 'oh that is lovely', but do not use the experience to extend children's language and thinking.
• Staff plan a wide range of activities and experiences based on children's interests. They know the children well and have a good understanding of what they need to learn next. However, occasionally, children are not able to make independent choices of what they can play with to lead their own learning.
• Children with special educational needs and/or disabilities are supported well. They have their needs identified by staff who action support swiftly. Staff work positively with parents and multi-agency professionals to support children to make the best possible progress.
• Leaders and staff have a shared intent that they encourage the children to have a can-do attitude. This is evident when toddlers have a go at putting on their own coats to go outside. Children initially put their arms in the wrong way so that their coats are on backwards. Staff allow children time to work out what is wrong and how to fix it. Children show a sense of pride in their achievement and celebrate with a cheery smile.
• Staff make sure that babies and young children are well cared for and have the attention and support that they need. For example, when children start at the nursery, staff sensitively work with them to provide the necessary support, personal comforts and play activities. As a result, these children settle quickly at the nursery.
• Parents say the staff are welcoming and provide love and care for children. Children are excited to go into nursery, where they are met by their key person with whom they have built a close bond. Parents say that they receive good communication regarding how children are developing and the progress they are making. They say that they have not been able to access the local library since the COVID-19 pandemic. Leaders have developed a 'lending library' and families regularly borrow books from the nursery to read at home to their children. This supports children's language and literacy skills.
• Staff are provided with a range of training opportunities to help them to support children's learning. They state that they feel well supported and that the leadership team has an open-door policy. Staff receive regular supervisions and state that they work well as a team.

What the setting must and should do next

The provider should:

• support staff to make more effective use of spontaneous opportunities to extend and challenge children's learning
• enhance opportunities for children to make choices of what they would like to play with to lead their own learning.