Busy Bees Day Nursery at Hillingdon

Inclusion: Urgent improvement

The provision for children with special educational needs and/or disabilities (SEND) and those with other barriers to learning is ineffective. Leaders do not ensure the environment is organised in a way that ensures that all children can move freely and access learning experiences. Teaching is not consistently adapted to support all children, particularly those who face barriers to learning, to engage and make progress. Leaders lack oversight to ensure staff have confidence and expertise in meeting the individual needs of children with SEND, which negatively impacts the quality of children's experiences and how well their development is supported.

Children with SEND and or other barriers to learning are not consistently provided with focused support to enable them to engage in routine or support them with what is happening next. Instead, staff physically move children. Leaders engage with external professionals to access additional support for some children, and this has some beneficial impact, such as with speech and language therapists. However, not all children receive timely support to meet their individual needs while waiting for external guidance. This means children are not able to make the steady progress needed for their next steps in learning and development.

Curriculum and teaching: Urgent improvement

Leaders do not have an accurate understanding of the overall quality of the teaching across the nursery. There are weaknesses in the curriculum implementation, particularly for older children. For example, the pre-school children are instructed to complete adult-led activities, such as tracing letters, cutting and colouring for sustained periods, and are not allowed to leave these activities. As a result, children become bored and disinterested.

Staff do not organise the learning environment in a way that meets the needs of the children. While staff identify children who require extra support, they do not always ensure that appropriate plans are in place for all children to make sufficient progress from their starting points. The organisation of the pre-school room means that children are restricted to sitting down at tables and movement is limited. The children are not given space or time to play freely or make independent choices. This means they are not able to practise and refine their emerging skills in all areas of development. The noise levels in this room have a detrimental impact on children's language and communication development. For example, children cannot hear verbal instructions, and have to shout to be heard.

In rooms for younger children, they learn and socialise through independent play and exploration. Staff provide resources outdoors that children use to practise their balance and coordination. For instance, toddlers practise throwing and catching balls. Staff support younger children's communication and language development through singing songs and reading stories.

Achievement: Urgent improvement

Not all children, including those with special educational needs and/or disabilities, make the progress that they are capable of due to the variable quality of curriculum. Older children do not have the essential age- and stage-appropriate knowledge and skills for their future success. For example, they are not able to navigate the setting independently and lead their own play. Children are stationary for large periods of time, which prevents them developing confidence to try new things. Children do not understand staff's expectations for their behaviour, this affects their relationships with other children. For example, children who need additional support to their manage their emotions are not given appropriate support.

Children in the baby room develop early language skills, such as repeating single words and babbling back and forth with staff. They learn the actions to familiar songs and join in with rhymes. Younger children across the nursery have appropriate physical skills. They show good balance and coordination, when using small climbing frames and push themselves along on trikes. Children are able to use cutlery at mealtimes and can recognise shapes and practise counting.

Behaviour, attitudes and establishing routines: Urgent improvement

Leaders and staff do not create an environment that supports children's learning, development and care. Staff do not effectively support children, including those with special educational needs and/or disabilities (SEND) or other barriers to learning, to fully engage in daily routines. For example, during group times, children with barriers to learning are seen wandering around the room. This means they are not supported to develop the skills needed for their next steps in learning.

Staff do not help children to understand what behaviour is appropriate. For example, staff do not offer children explanations as to why they should not climb on tables. This leaves children unsure about expectations and limits their ability to learn safe and positive behaviours. Staff also do not manage behaviour appropriately. For example, staff do not often give verbal behaviour instructions and rely on physically moving children. This means children are not able to practise following instructions.

Children are kind, and work collaboratively and enjoy playing together. For example, children roll and bounce the ball to each other and take turns fairly. Relationships between younger children and staff are warm and responsive. Key persons know their children well and babies are quick to settle with familiar staff. Staff remind children to say please and thank you during mealtimes. Leaders monitor attendance and follow up any unexplained absences.

Children's welfare and wellbeing: Urgent improvement

Leaders do not ensure that risk assessments are sufficient to safeguard children effectively. For example, damaged equipment, although identified, is not fixed or removed leaving children at risk of harm. In pre-school, the environment is not organised safely. Space is limited and floor space is cluttered, as a result, children are not able to move freely and safely. Leaders' management of children's health and hygiene is ineffective. During rolling snack, babies eat each other's left over food, this heightens the risk of infections spreading.

Leaders do not make decisions that support children with special educational needs and/or disabilities or other barriers to learning and wellbeing. The pre-school room is noisy and chaotic, which leads to children becoming overwhelmed and dysregulated. This means children's wellbeing is not prioritised. Leaders have not ensured staff have the necessary skills or understanding to support children with additional needs. Children are not supported to regulate their behaviour so they can foster positive relationships and develop positive strategies to express their emotions.

Young children separate well from their parents and seek reassurance and comfort from familiar staff. Staff support and encourage children positively at mealtimes, promoting healthy eating habits, such as offering fresh fruit. Staff follow safe sleep routines and supervise sleep throughout. Children have access to playing outdoors, where they have access to fresh air and the opportunity for physical activity if they choose.

Leadership and governance: Urgent improvement

Leaders do not identify significant weaknesses across the nursery, resulting in breaches of the 'Statutory framework for the early years foundation stage'. Indoor space is not organised in a way that meets the needs of children or ensures their safety. Additionally, leaders do not ensure appropriate risk assessments are completed. This means children's health, safety and wellbeing are compromised. Leaders do not ensure that the necessary adaptations for children, including those with special educational needs and/or disabilities or those that face barriers to learning are effective. They also do not ensure that staff are equipped and confident to implement appropriate behaviour management procedures. Leaders recognise that their poorly implemented curriculum in the pre-school room is negatively impacting children's engagement, wellbeing and progress.

Leaders and staff maintain positive partnerships with parents. Parents appreciate the regular updates and communication they receive about their children's learning and development. They comment that staff and leaders are friendly and help children settle quickly into nursery. Staff report that they feel supported by leaders. Staff complete paediatric first-aid and safeguarding training. Leaders know the local community needs, and provide a baby bank to support families with essential items, such as nappies, fruit and clothing and offer a lending library. This helps families who face barriers feel supported.