Busy Bees Day Nursery at Maidstone Hospital

Inclusion: Needs attention

The curriculum, teaching and learning environment do not consistently meet the needs of all children with special educational needs and/or disabilities, especially for the pre-school children. While staff and leaders 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. Although the curriculum is well structured and thoughtfully designed, there are weaknesses in its implementation for older children. For example, the pre-school room lacks sufficient resources and opportunities for children to develop and enhance their own play, which often leads to them depending on staff to maintain their engagement. This reliance restricts the learning opportunities available to children and affects the progress they are able to achieve.

Despite these areas for improvement, the new leadership team demonstrates a clear commitment to an inclusive culture and are working towards addressing the inconsistencies in practice. For children who have been identified as needing additional support, leaders work closely with the local authority and parents to devise plans, in order to bridge gaps in development. Leaders use additional funding to purchase resources to support children's ongoing development. However, at times, children do not always have access to these resources, which impacts on their levels of engagement.

Curriculum and teaching: Needs attention

While leaders have developed a well-organised and effective curriculum, inconsistencies in its implementation affect the progress children make. Overall, the curriculum is structured effectively in the baby and toddler rooms. There is a specific focus on children's communication and language skills, physical development, and personal, social and emotional development. However, the way it is applied and its overall affect on pre-school children does not guarantee that they are reaching their full potential.

The curriculum for older children, as well as those with special educational needs and/or disabilities, lacks a sufficient focus on specific next steps in learning. This often leads to activities that do not address the learning and development needs of all children. Strategies such as visual timetables and signing, which are used in the rooms for younger children are not integrated into the teaching in the pre-school room. This affects children who need extra help with their communication and language skills, as well as those who speak English as an additional language, making it difficult for them to express their wants and needs effectively. Noise levels in the rooms for older children also impacts negatively on the language children are hearing and their ability to communicate with others effectively.

There is a clear vision for what leaders and staff hope children achieve. They typically create a welcoming atmosphere where children can feel safe, comfortable and emotionally secure. In the baby and toddler rooms, and, on occasions in the pre-school room when teaching is effective, children learn valuable skills. For example, children squeeze pipettes to mix colours, which strengthens their fine motor skills in preparation for holding mark-making tools. They are learning to take part in team games, and building and balancing. The mathematics curriculum is well implemented, allowing children to explore numbers, shapes, space and measurement through play and interactions with staff.

Achievement: Needs attention

Although children show that they enjoy their time at the nursery, inconsistencies in how the curriculum is implemented and the support provided for some children with special educational needs and/or disabilities (SEND) as well as those facing learning barriers impact on the progress these children can achieve. While leaders and staff are able to recognise and identify children who require extra support, there are times when interventions are not available for children with SEND who are awaiting referrals or those who are about to transition to school. Additionally, staff are aware of the resources that have been acquired with extra funding to aid children's development, but these resources are not always easily accessible for children. This lack of availability does not support children in making the progress of which they are capable in their learning and development.

Staff know the children well. They understand the children's needs and interests and can talk about the progress children have made so far. Staff share information about children's development with parents and how they can support children's learning at home.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff have created an environment where children feel both safe and secure. The children are aware of, and adhere to, a consistent routine. For instance, toddlers demonstrate remarkable independence by collecting their lunch from the kitchen, selecting their own seats and pouring their drinks. When children transition to outside play, this is done swiftly, and children demonstrate they understand the routines and what they need to do. In the baby room, staff consistently maintain routines that align with the children's home practices to promote their wellbeing and comfort.

Children demonstrate good behaviour. They comprehend the nursery rules and pay attention to staff. For example, as younger children begin to test boundaries, staff provide them with consistent guidance and model the expected behaviours. However, there are times when older children become distracted due to the inconsistent application of the curriculum, leading to a loss of focus when there are not sufficient resources to engage and fully stimulate their curiosity and motivation.

Despite these areas for development, which have been identified by leaders, children are happy. They respond to the regular praise they are provided with when they achieve or follow the rules and show they have developed secure relationships with their friends. Children play together well, inviting others into their games and learning to share the resources. Leaders demonstrate that they understand the importance of attendance. They follow up on any absences and support parents and children to take their full entitlement.

Children's welfare and wellbeing: Expected standard

Generally leaders and staff generally prioritise the welfare and wellbeing of children throughout the nursery. They have thoughtfully designed settling-in processes, smooth transitions within the nursery, and eventually, transitions to school, all tailored to meet the unique needs of each child. For example, when children begin their journey, they participate in settling-in sessions with their parents, gradually building their confidence for when they are left in the nursery. Tools such as 'talk tiles' are utilised, allowing parents to record their voices, which can be played back to the children for reassurance when needed. In the term prior to starting school, the nursery arranges visits from teachers, enabling them to observe the children in a familiar setting and collect essential information from the children's key person and the special educational needs coordinator.

Staff know children well and implement consistent care practices that support their health and development. For instance, babies are encouraged to begin learning about routines, such as wiping their hands before meals. Meanwhile, older children display confidence during mealtime routines and start to understand portion control and recognising when they are full. Every day, all children thoroughly enjoy their time outside. They are adequately supervised to ensure their safety and learn how to protect themselves. For example, staff instruct children on how to manage their tricycles and stay on designated paths to ensure everyone's safety.

Children have developed warm connections with their key person. For instance, babies show that the settling visits have worked well, as they feel safe and look for comfort from known staff members. They reach out their hands for hugs when they need reassurance and are supported thoughtfully to learn the nursery routines with kindness and understanding.

Leadership and governance: Expected standard

The nursery is currently going through a period of change. There are 2 new leaders in place, and they are currently recruiting additional staff. The new leaders have a clear understanding of the setting's strengths and areas for development. However, they have not had sufficient time to make changes that would lead to significant results in the brief period they have been in leadership. The nursery leaders receive effective and consistent support from area leads within the organisation, who offer guidance and reassurance to both staff and parents. Leaders demonstrate that they have the skills, passion and positive attitudes to implement change. Areas of weakness have been identified through their own self-evaluation and internal inspection.

Partnerships with parents are positive. Leaders engage with parents to understand their perspectives and gain insights into their home lives and traditions, which can then be shared with the children at the nursery. For instance, parents contributed resources and suggestions related to Black History Month.

Overall, leaders make sure that the nursery's arrangements and processes are in accordance with the legal requirements. Recruitment procedures are carried out effectively. There are established systems in place to check staff's suitability at recruitment and throughout their employment. Regular supervisions focus on staff's wellbeing to prioritise the mental health of staff. Individual staff targets are set, ensuring that training and coaching meet their needs. Staff feel well supported and confident in their roles.