Busy Bees Day Nursery at Harlow

What is it like to attend this early years setting?

All children are well cared for by staff who are kind and supportive to them. Babies enjoy blowing bubbles and exploring different materials, such as sand and water. They pat and swirl sand, draw with chalk and feel different interesting resources, such as sponges in treasure baskets. Staff take steps to promote children's language development. For example they introduce words such as 'tickly' and 'scratchy' when babies investigate the sponges. Toddlers develop confident speaking and listening skills as they explore different songs and stories. For example, they learn about parts of the body and then sing 'Head, Shoulders, Knees and Toes' to consolidate their learning.

Children show good levels of independence across the nursery, in readiness for what is to come next. For example, even the youngest children confidently use cutlery. Older children let staff know when they need to use the toilet. Staff promote children's independence in toileting, and work with parents to help children manage their own hygiene. Children express when they are tired, and are able to rest and sleep according to their needs. Children show curiosity and a positive attitude towards learning. For example, they predict and test out ideas, such as considering whether they may 'glow in the dark' or 'see in the dark' if they eat carrots.

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

• Leaders have a clear vision for the future of the nursery. They continue to strive to improve consistency in staff practice, especially following a recent period of recruitment. They use regular observations and supervision meetings to give staff support and to help improve quality of provision. They recognise when staff need further help and ensure that they access training to make improvements. Staff report that they feel valued. They have plenty of opportunities to share their views about the setting and to discuss any concerns they may have about children in their care.
• Leaders have established a broad and interesting curriculum that overall responds to children's needs, supports their independence, and prepares them for their move to school. All staff are enthusiastic and clearly enjoy working with children. While they recognise what children require to be ready for their next move, including to school, they are not always clear about the intent of specific activities and how this links to the learning experience provided. For example, staff are not always consistent in how they introduce written words to children and how they help children to link the letters and the sounds they make.
• Staff have thorough knowledge of the children they care for, especially their home experiences and their prior experiences before coming to nursery. They use this knowledge to provide effective settling-in experiences and to make children feel safe, secure and thoroughly supported. This includes any children who may be more nervous about coming to nursery, and any child whose development is not as expected. Children show that they feel safe by cuddling their key person, or happily fetch a book to read with a trusted adult.
• Parents report that they are very happy with the care and education their children receive. They comment positively on the settling-in procedures and how prepared children are to go to school. Staff work well with parents to make sure that they understand children's home lives. They regularly reflect children's own experiences in the activities they provide. For example, staff prepare a seaside play area to link to children's holidays.
• The special educational needs coordinator (SENCo) is very enthusiastic and knowledgeable about their role. Systems work well to ensure that any delays in children's development are identified. She then takes swift action taken to address these. The SENCo works closely with outside professionals involved in children's lives. This supports good continuity between the professionals and the nursery to the benefit of children.
• There has been a recent drive to support the management of children's behaviour across the nursery. While the majority of incidents are managed positively and successfully,staff do not always respond to incidents of unwanted behaviour to help all children to understand what is expected of them.

What the setting must and should do next

The provider should:

• support staff to more consistently understand the curriculum aims across the nursery to help them to deliver learning experiences that support all children to make their best possible progress
• continue to develop the ways in which staff support children to regulate their own behaviour, to help children receive consistent messages about what is expected of them.