Busy Bees Day Nursery at Leytonstone

What is it like to attend this early years setting?

Children arrive and separate easily from their parents. They are met with a warm welcome from staff. At the time of inspection, the nursery had recently been refurbished. Children enjoy playing in the clean, bright and well-ventilated environment. Children form strong bonds with their key person. Older children happily share their news from home with adults. Babies feel safe and reassured from the affectionate cuddles they receive from staff.

Children behave well across the nursery. They share and respect the nursery resources. Older children learn to resolve minor conflicts themselves. They say, 'You can have a turn when I've finished', as they negotiate sharing a book together. Children actively explore and remain engaged in their chosen activities. They enjoy role play, water play, sensory exploration and painting.

Leaders have devised a broad curriculum. They have high expectations for children's physical and social development. Children play energetically outdoors in the open air. Staff prepare the outdoor environment well. They ensure that children have ample opportunities to build on agility skills. They confidently climb, balance and pedal tricycles. Children form good friendships as they play together. They learn about the natural world through themed events, like 'World Bee Day'.

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

• Children become independent learners and develop skills for life. For example, in the baby room, children learn to feed themselves from an early age. Staff encourage their independence and continually praise their achievements. Older children manage their individual toileting needs well. They wash their hands and blow their own noses.
• Children enjoy being together and staff encourage their cooperative play. For example, toddlers excitedly gather around the tray for sand play with their emergency toy vehicles. Children freely express their imagination. They are confident to imitate their favourite superheroes during role play.
• Staff get to know children well. Children with special educational needs and/or disabilities (SEND) receive good support and regular interventions. The nursery's special educational needs coordinator (SENCo) and staff members work well with external professionals. They act on the advice they provide. This helps children to meet their identified targets and make good progress.
• Staff provide a good range of activities which help children make progress in their learning and development. They help children build strength in their small hand muscles. Children determinedly roll out play dough and use cutters to make shapes.
• Older children have opportunities to learn to write their names in preparation for school when they are developmentally ready. They enjoy planting herbs and observing how they smell, grow and change.
• Staff generally promote children's language and communication sufficiently. Staff working with older children provide ongoing commentary as children play. They ask children effective questions and encourage children to respond. Younger children learn to name different animals and their various noises confidently. However, the leaders' existing systems for coaching staff, are not fully effective. Not all staff working with babies are supported to make the best use of opportunities to promote their early speaking skills.
• Staff are good role models for children. They praise and encourage children's efforts during their interactions. Staff have high expectations for children's behaviour. Therefore, children follow instructions well. They are familiar with the routines. Older children confidently express their understanding of what happens next. Children are polite and respect their friends.
• Parents are very happy with the care and learning experiences on offer. They say their children are always happy to attend and have a good relationship with their key person. Parents are kept up to date with their children's progress. Nevertheless, staff do not consistently gather information from parents about children's ongoing interests at home, to support planning and promote their learning further.
• Staff are happy in their roles and know their responsibilities. They express that they feel extremely well supported by managers. Staff appreciate routine health and well-being meetings. This provides opportunities for them to discuss any personal issues they face.
• Leaders have effective risk assessment procedures in place. This has led to meticulous health and hygiene measures across the nursery. For example, staff consistently clean all areas of the nursery throughout the day. High standards of cleanliness are maintained when preparing food. Staff have attended comprehensive training programmes, including in food hygiene.

What the setting must and should do next

The provider should:

• strengthen existing coaching systems for staff, and in particular, those working with babies, so they make the best use of opportunities to promote their developing language
• enhance the two-way flow of communication between home and the nursery so that staff use children's emerging interests to inform planning.