Busy Bees Day Nursery at Heathrow

What is it like to attend this early years setting?

Staff greet children in a friendly and caring manner on arrival. The setting is a calm environment, which enables children to feel safe and secure. Children build positive relationships with staff. For example, children who are settling are comforted with cuddles from their key person. The key-person system is strongly embedded within the setting. Staff spend time developing secure bonds with children. Children show that they feel happy within trusting relationships. They enjoy sharing experiences with staff, such as bubble play.

Children enjoy learning. They happily spend time with staff participating in play ideas. Staff support this by enthusiastically engaging with children. For example, staff are animated and use facial expressions when reading the story of 'Dear Zoo'. This ensures that children remain focused. Children enjoy story time. They actively listen. Staff extend learning opportunities by asking open-ended questions. This gives children opportunities to develop their recall skills. There are high levels of interaction throughout the setting, and staff consistently engage effectively with children.

Children are supported to understand the routine. For example, staff use a visual sand timer so that children know when it is time to tidy up. Children respond well to this and actively participate in tidy-up time. This ensures that children know what is expected of them.

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

• All children have opportunities to listen and join in with a selection of rhymes and songs. Staff sing 'Old MacDonald Had a Farm' to children as they explore the different animals while playing with the puppet show. Staff repeat words to younger children. For example, they repeat the word 'sand' as children explore this. This supports children to develop their language and communication skills.
• Staff focus activities on what they would like children to learn next. They explain that children are currently learning to independently wash their faces. Activities in the setting reflect this. For example, staff encourage children to wash the dolls' faces as they explore the water tray. This supports children to explore different learning opportunities and consolidate their skills.
• Children have opportunities to develop their physical skills. Staff support younger children to begin to take steps. Older children are encouraged to kick a ball. This supports all children to develop their gross motor skills.
• Mealtime routines do not consistently support younger children. For example, on occasion, children become distracted and staff struggle to regain their attention and focus. Interactions during this time do not always effectively support children.
• Children join in with action songs. For example, they complete the actions to 'If You're Happy and You Know It'. Children enjoy participating in a wide range of activities. They show high levels of concentration as they engage in a selection of different tasks.
• Children have opportunities to develop their mathematical understanding. They enjoy spending time making porridge. They recall the story of 'Goldilocks and the Three Bears' as they mix ingredients together. Staff support children to explore mathematical concepts, such as big and small. They spend time comparing sizes. Staff extend this activity by encouraging children to problem solve. For example, when children ask to put their porridge into the oven. Staff support them to explore this role play opportunity. They encourage them to find suitable equipment that could be used as a pretend oven. This ensures that children develop their problem-solving skills and have opportunities to develop their mathematical awareness.
• Leaders evaluate and reflect on practice. They are aware of the setting's strengths and areas that they would like to develop. Leaders strongly focus on supporting staff. Staff share how training has been selected based on their individual needs and how this has supported them to develop their practice.
• Staff know children well. Children with special educational needs and/or disabilities (SEND) are set personalised targets. Staff work with children to achieve these targets by using a range of supportive strategies. The setting shares how they work with outside agencies to ensure that all children achieve.
• Parents speak positively about the setting. They express how the setting shares children's development milestones with them regularly. Parents also share how they feel that the setting is inclusive. They express how adaptations have been made to ensure that all children can benefit from the stimulating environment.

What the setting must and should do next

The provider should:

• develop mealtime routines to consistently support younger children.