Busy Bees Day Nursery at Meopham

Inclusion: Strong standard

The curriculum is designed to meet the needs of all children effectively. There is a high priority to ensure that all children are included and receive the best possible care and attention. Leaders are passionate about children with special educational needs and/or disabilities (SEND) and are clear about how they ensure that children achieve what they are capable of. Parents report they work extensively with leaders, to gain vital supportive advice and guidance.

Leaders ensure that any expert advice and guidance is disseminated across the entire staff team. For instance, outreach workers who are specialists in their field, work with staff to show them how to implement a given resource or strategy. This is then shared with others in the room, who may be working with the child. All staff ensure a consistent approach, so that children receive the best possible support. This has meant that children with SEND make rapid progress.

Leaders are dedicated to getting to know children and families to best meet their needs and ensure that they are fully included in all they have to offer. They signpost parents to any necessary support, for example support with speech development. Leaders use additional funding effectively to enhance children's experiences.

The staff create valuable experiences that demonstrate to children that everyone deserves equal opportunities. This ensures that all children, particularly those with special educational needs and/or disabilities or with other barriers to learning, achieve well and are prepared thoroughly for future learning.

Curriculum and teaching: Expected standard

Leaders and staff at the nursery adopt a collaborative approach to their curriculum and teaching. They engage with families and gather current information about every child. This practice aids staff in determining suitable next steps in learning, particularly for children with special educational needs and/or disabilities, or barriers to their learning. Leaders and staff possess a clear vision of the achievements they aim for children to reach by the time they move on to school, which includes good levels of confidence, independence and a love for learning.

The nursery places a sharp focus on developing children's speech and communication skills. From babies to pre-school children, the staff recognise how crucial it is for children to express their wants and needs confidently while sharing their knowledge. The environment is filled with language, and children in every room show a passion for books, reading and listening to familiar stories and songs. Staff repeat words back to children and introduce new vocabulary to further develop their repertoire of words. For example, children can confidently repeat key phrases from well-loved books, such as 'The Tiger Who Came to Tea', showing thorough understanding of the characters and what happens next. Staff, however, do not notice the noise levels rising and, at times, this makes it difficult for children to hear what is being said or to focus on the stories being read to them.

Children of all ages have numerous chances to enhance their mathematical skills while playing. They are regularly exposed to age-appropriate numbers and get to investigate shape, space and measurement through their play.

Achievement: Expected standard

Children take immense pride and feel a sense of wellbeing when they achieve, which is acknowledged and celebrated by both staff and their friends. Children are making great steps in their achievements from their starting points. They receive ample support and opportunities to enhance their communication skills, and the staff recognise how crucial this is. For instance, children experiencing speech delays are quickly identified, staff engage with parents to gather their insights and suitable support is implemented, whether through the nursery's own strategies or through specialised assistance from speech and language therapists provided by the local authority.

Children are very well prepared and equipped for their transition to, and through, the setting, and eventually when they progress to school. When children are set to progress to their next room, a comprehensive handover and preparation is conducted to meet the unique needs of each child. This process incorporates the perspectives of the parents, along with their thoughts and feelings. Such support fosters children's personal, social and emotional development and overall wellbeing.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff set clear expectations for children's behaviour. Children know the rules well and staff repeat simple phrases, such as 'kind hands', when required to prompt children to think about their behaviour. Staff are kind and positive role models to children and various strategies are in place across the setting depending on the age and stage of the children. For example, children in the younger rooms are learning about feelings, and naming emotions. Staff use books to introduce these to the children and use mirrors so children can practise making faces linked to happy, sad and angry. Children and staff have rich relationships, it is clear how much the staff want the best for the children they care for, and this is shown in their comprehensive understanding of each child.

The routines are so deeply ingrained that children move seamlessly from one part of the day to another. Baby routines are thoughtfully designed to cater to their specific needs, and children receive warnings about nappy changes and nap times, ensuring they are ready both mentally and emotionally. With the reassurance of their key person close by, children drift off to sleep with remarkable ease. Older children display confidence in anticipating what comes next, assisting during tidy-up time and demonstrating independence in managing their own care needs. Additionally, the staff modify the daily routines to cater to the children's needs. For instance, children with special educational needs and/or disabilities that require extra assistance or a calmer setting for snack time are given the necessary space and support.

Leaders have effective processes in place to ensure that attendance across the setting is effective. Parents are aware of how to report if children are not going to be attending. Staff make it a priority, as part of their safeguarding duties, to follow up on any unexplained absences to ensure the wellbeing of the children.

Children's welfare and wellbeing: Expected standard

Children have such positive attitudes to learning because of the environment, teaching and curriculum being well pitched to meet the needs of all children, including those with special educational needs and/or disabilities. Children of all ages show sustained levels of concentration and perseverance in succeeding in what they have set out to do. For example, babies spend time posting plastic coins into containers, they even start to demonstrate their understanding of turn-taking, which is praised and recognised by staff.

Furthermore, ideas such as turning family photos into books for children offer great comfort and reassurance when needed. For example, to help children feel at ease, staff will comfort children and engage in conversations while looking at their family photos. Other children are found to carry them around for reassurance and are keen to show them to inspectors and staff. This also supports children in sharing their home customs and things that are important to them, such as pets.

The effective settling procedures and ongoing conversations with parents in person and through the setting's app, allows key people to have the most up-to-date information about children. This is particularly important for babies as the setting follows their home routines to provide reassurance and comfort. These times also provide opportunities for staff to learn about stages of children's weaning to ensure their safety and welfare.

The staff encourage healthy living by providing nutritious snacks, facilitating regular physical activity and offering health education that is suitable for different ages and stages. For example, speaking to children about the effect of exercise on their bodies and when times of rest are required. They adopt a collaborative method for managing behaviour and are aware that children with special educational needs and/or disabilities might require additional support and time to manage their emotions.

Leadership and governance: Expected standard

Leaders know the nursery incredibly well, including the strengths and areas for development. All staff including leaders work collaboratively and act in the best interest of each child that attends. For example, leaders celebrate their partnerships with parents, and their approach to settling children and transitioning them across the nursery and to school. They also recognise that in order to continually improve they need to ensure consistency across the nursery.

Additional funding is utilised effectively and in a collaborative manner, with decisions made based on input from children, parents and key staff to guarantee that money spent will have a positive impact on children. For instance, they have invested in spinning chairs to assist children in managing their self-regulation and their need for movement.

Leaders place an emphasis on staff wellbeing and providing a supportive environment in which staff can undertake further training to support their work with children. Staff are incredibly happy in their roles, and this is demonstrated through the low turnover of staff. Furthermore, leaders receive support and guidance from seniors in the company. For instance, there has been some recent change in the management of the nursery and effective handover periods have ensured that everyone is confident in their roles.