Busy Bees Day Nursery at Lewes

Inclusion: Expected standard

Leaders identify any barriers that children may face in their learning. Parents are encouraged to share important information about their children. This allows staff to adapt methods and support children's unique potential effectively. For example, staff work hard to celebrate children's culture and close the language barrier for those who speak English as an additional language. Outside agencies provide strategic plans that precisely meet the learning and development needs of each child.

Leaders ensure that staff are fully trained to monitor children's progress. Staff use assessment, observations and information from parents to help identify children's existing knowledge and to develop their next learning goals. These tailored interventions that acknowledge areas of strengths and/or areas for improvement help children to access a curriculum that is inclusive for all children.

Staff gather information from parents in order to purchase resources and provide broader experiences for those children who are in receipt of additional funding. Consequently, any gaps in children's learning and experience are reduced, and children are ready to successfully progress to the next stage in their education.

Curriculum and teaching: Expected standard

Leaders provide a child-centred curriculum that covers all of the 7 areas of learning of the early years foundation stage. Staff are responsive to children's emerging and changing needs, and they provide a mixture of adult- and child-led activities. There is a focus on supporting children's emotional health alongside academic skills. As a result, all aspects of a child's growth are considered in the planning.

Adaptations for those children who have special educational needs and/or disabilities (SEND) are thoughtfully considered. This contributes to the progress made by children with SEND. The environment in the setting supports babies' freedom to explore and become independent in skills such as crawling, walking and choosing what they would like to play with. Mathematical language and concepts are weaved throughout the curriculum. For example, babies learn that there are 5 fingers on a doll that they are bathing. Older children are encouraged to count out the cutlery that they are handing out. They use basic estimation as they decide how many plates they will need for the children in the room. Staff have created a language-rich environment. They use storytelling, rhymes and discussion to support children's emerging vocabulary and language skills.

Generally, the curriculum is of a high quality, which supports children's progress effectively. However, some staff are at different stages in their professional development, which means that, occasionally, the delivery of the curriculum is not as suitably sequenced as it could be. Leaders are aware of the inconsistencies that sometimes affect the quality of the curriculum and have prioritised this as an area for improvement.

Achievement: Expected standard

Staff have responsive interactions with children. They model rich vocabulary and tune in to what children have to say. This encourages children to talk and makes them feel valued. Babies are given time to respond to names, gesture and point. Consequently, they have a firm foundation for future language skills. Staff naturally involve older children in discussion as they engage in activities and role play. This helps children to become confident in asking questions and using longer sentences.

Staff actively promote children's independence and resilience. They offer praise, and they delight when children accomplish a task, however small. This helps children to recognise their own achievements and have high self-esteem. Children who face barriers in their learning are given the support to make progress and to be ready for the next stage in their education.

Behaviour, attitudes and establishing routines: Strong standard

Staff set high expectations for children's behaviour and model this very well. They are warm and gentle and foster meaningful bonds with children. Staff teach children about the importance of friendships and why good social skills are important. This helps children to develop a sense of belonging and allows them to thrive.

Staff know the children very well. They understand how to use a variety of strategies when some children may face difficulties in regulating their emotions. For example, staff create a calm environment where children can feel safe and secure. Techniques, such as steady breathing, help children to become less overwhelmed and able to return to their learning and play.

The boundaries and routines that staff put in place prepare children effectively for transitions and have a positive effect on their behaviour. Regular attendance is strongly encouraged, which helps children establish a routine and be available for learning. Children are polite and kind to each other. Staff are aware of children's different needs and age and stage of development. This helps them to understand the correct expectations of individual children.

Children's welfare and wellbeing: Strong standard

Children show that they are very happy, safe and secure. Staff have effectively implemented the key-person approach, and this supports children's emotional health. A tactile approach is given to all children, especially babies when attending the setting for the first time. They are cuddled and soothed when hungry or tired. Staff help children understand and talk about their feelings and how to resolve small conflicts and regulate their own behaviour. Any minor altercations are dealt with swiftly and sensitively. They sing rhymes and lullabies and watch over children as they sleep. They are respectful and gentle when approaching children in order to wipe their nose or change their nappy. Staff are constantly reactive to the needs of all children and are quick to respond when a child may need more support, such as children with special educational needs and/or disabilities.

Hygiene and self-care routines effectively support children to be independent and be prepared for the next stage in their learning. Staff work closely with families to establish a plan for both weaning and toilet training. This provides consistency between home and the setting and supports children's individual care needs. Children, including babies, have regular access to the outside areas where they can run around in the fresh air, climb, dig and negotiate obstacles.

Children thoroughly enjoy a highly nutritious menu of home-cooked foods and snacks. Eating is a social time where staff discuss healthy eating and listen to children's responses about home life. Babies learn to be highly independent in feeding and are praised for using a spoon and trying new foods. Staff are acutely aware of children's allergies and intolerances and how to manage these safely. Staff are extremely vigilant when children are eating.

Leadership and governance: Expected standard

Leaders identify areas for improvement and highlight the setting's strengths. They have worked hard to implement changes that better support children with special educational needs and/or disabilities and have made some changes to leadership since the last inspection. Staff report that they feel well supported in their roles and that the whole leadership team is proactive in helping to create the correct work-life balance by shortening some working days. Leaders offer a comprehensive training programme that supports staff effectively to progress through the company.

Parents appreciate the advice and support that they receive, particularly for families of children who may face barriers to their learning. They are happy with the progress their children are making and feel that staff go the extra mile to make them feel welcomed.

Leaders implement policies and procedures that support children's mental health, wellbeing and welfare. They are regularly reviewed and adapted and create a safe learning environment for children effectively. Leaders communicate regularly and clearly with parents. This helps to build trust and ensure learning consistency between the home and the setting.

Outside professionals, such as speech and language therapists, are invited into the setting to provide staff with strategies that enable them to precisely target children's individual learning and development needs.