Busy Bees Day Nursery at Newbury

Inclusion: Needs attention

Weaknesses in practice and teaching mean that not all children receive the support they need to reduce barriers to learning effectively. Leaders and staff generally use observation and assessment to help identify any developmental delays. However, some staff do not yet have the observational skills or knowledge required to recognise and respond to children's emerging or changing needs. They do not have a secure enough understanding of children's ages and stages of development. For example, staff working with the younger children are unsure how to adapt activities when children show signs of boredom or disengagement. As a result, younger children do not make steady progress in their development, including in their communication and language skills.

Overall, the systems to support children with special educational needs and/or disabilities (SEND) are implemented well. Leaders have the knowledge, understanding and skills needed to make a positive difference for these children. Children benefit from individualised plans that outline specific activities to help them work towards their next steps in learning. For example, staff support children who struggle with speech sounds by modelling simple words and encouraging them to repeat these back, praising their efforts. As a result, children with SEND make appropriate progress from their starting points.

Curriculum and teaching: Needs attention

Weaknesses in the implementation of the curriculum affect children's learning and development, particularly for the youngest children. Staff working with younger children do not always recognise how to promote high-quality interactions that support children's communication and language effectively. Learning opportunities are not consistently ambitious or purposeful for all children. At times, younger children move around the room with little engagement for extended periods, highlighting the need for staff to adapt their teaching strategies to foster engagement and ensure effective learning for every child. Staff monitor children's progress through assessments to understand what they know and can do. However, they do not consistently differentiate learning to meet children's individual needs. For example, they do not always recognise when younger children want to climb and explore physically. As a result, children quickly become disengaged and lose focus.

Staff working with the older children demonstrate secure teaching skills. They adapt their teaching effectively in the moment. For example, they enthusiastically support children to develop early mathematical knowledge by helping them stack counters to match the numbers they see. Children respond with excitement, proudly calling out '9'. Staff read enthusiastically to children and encourage them to recall the storyline. They use some effective strategies, such as repeating simple words to support pronunciation.

Achievement: Needs attention

Not all children make consistently secure progress across all areas of learning, and this limits the foundational knowledge they need as they move on to the next stage of their learning. Children's skills and knowledge do not always build rapidly over time, and for some groups, especially the younger children, learning is often incidental rather than purposeful. Although they do not always make consistent or sustained progress, children show interest in activities, generally remain engaged and are willing to have a go. The impact of these weaknesses on children with special educational needs and/or disabilities is minimal, and they typically make appropriate progress in their development and learning.

Most children have regular opportunities to develop their physical skills outdoors and through activities, such as pouring water down drainpipes. They enjoy creative experiences, including making marks and patterns on boards with pens. Older children are beginning to develop early independence in their self care routines, such as scraping their own plates after lunch.

Behaviour, attitudes and establishing routines: Expected standard

Leaders have established a calm and positive environment where expectations for children's behaviour are clear and consistently understood. Staff are respectful and courteous towards children and one another. Relationships between staff and children are typically nurturing and reassuring. Staff remain close during play, helping children feel secure and ready to learn. They offer plenty of praise and encouragement, which supports children's self-esteem. Staff model kindness and gently guide children to help them learn how to get along with others. For example, they remind children that they can share the teddies during group time. This helps children develop an early understanding of how their actions impact others.

Overall, most children typically develop positive attitudes to play. Older children are supported in managing their emotions through age-appropriate approaches. For example, staff ask children what makes them feel loved, and children respond with 'hugs', helping them to understand the language of feelings. Staff also provide strategies to help children self regulate, such as simple breathing techniques they can use to calm themselves. Leaders and staff promote regular attendance and punctuality, recognising the positive impact this has on establishing routines and building strong foundations for future learning.

Children's welfare and wellbeing: Needs attention

Relationships between staff and children are generally effective and support children's sense of belonging as well as their individual care needs. For example, staff recognise when some children struggle to engage in activities and enthusiastically show them the blue play dough they know they will enjoy. However, this is not consistent across the nursery. Some staff do not interact or talk with children as they play. As a result, not all children fully enjoy play, learning or social activities. This does not support the wellbeing of younger children or those who may face barriers to learning effectively.

Leaders and staff provide a healthy menu, and leaders promote mealtimes as opportunities to support children's social skills. However, this is not implemented consistently. For example, babies are sometimes left waiting for their lunch and become upset, while older children sit at tables with little or no interaction from staff. Despite these weaknesses, staff help children learn about healthy lifestyles, including oral hygiene. Children smile as they practise brushing fake teeth with toothbrushes and sorting foods into healthy choices. This helps them develop knowledge and understanding of healthy routines.

Leadership and governance: Needs attention

Leaders have a sound understanding of the nursery and the provision it offers. However, systems for monitoring, supervision and professional development do not focus sharply enough on improving teaching or addressing weaknesses in curriculum implementation. As a result, practice remains inconsistent, and leaders are not yet driving the sustained improvement needed across the team. Leaders acknowledge that teaching skills vary across the nursery and have begun to take steps to address this, but these plans are still in their early stages and have had limited impact so far.

Weaknesses in some staff's knowledge and understanding of the curriculum and the implementation of routines mean that children's learning is not consistently maximised across the nursery. Staff report that managers are aware of their individual needs and ensure that they feel supported in their roles. This contributes to a culture of professional development where staff feel confident to improve their practice. Leaders ensure that appropriate arrangements are in place to support children with special educational needs and/or disabilities.

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.