Busy Bees Day Nursery at Newcastle

What is it like to attend this early years setting?

Staff understand that the COVID-19 pandemic had an impact on some children's learning and development. Curriculum plans help children to catch up on lost learning and, generally, support the good progress that they make. Older children are confident, capable learners who develop their own ideas during play. For example, they use a frame and plastic tubes to build roads and ramps for vehicles. Younger children show a keen interest in nature. They dig for vegetables in the garden and explore model animal habitats that staff create. Babies babble happily when staff share books and sing with them. Plans to support children with special educational needs and/or disabilities are focused and precise. This contributes to the excellent progress that they make.

Children arrive happily and show a sense of belonging. Older children readily approach staff for a hug or reassurance throughout the day. Staff working with babies hold them close and speak to them gently, which helps them to feel secure in their care. Children show care and consideration for others. For example, a child holds a friend's hand and puts an arm around them for comfort, explaining why they feel a little sad.

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

• Staff provide a broad and balanced programme of activities that, generally, help children to build on what they know and can do. However, some plans for learning are not precise enough to help children to make the best possible progress in their learning. Some staff do not ensure that activities provided have a clear learning intention.
• Children are fluent and articulate talkers. They share their ideas and tell visitors all about what they like to do in nursery. Staff support their language development well. They have recently introduced simple signs that help children to communicate more effectively. Staff encourage children to develop a love of books, which helps them to learn new words.
• Parents are exceptionally complimentary about the nursery. They speak highly of the electronic system used to share information and appreciate that staff act upon their ideas and suggestions. For example, parents felt they needed more information when children move to the next room. Staff created a new 'getting to know you' document to support children and parents more effectively during these transitions.
• Staff working with younger children do not always deploy themselves effectively to ensure that all children are consistently supported well. At times, they focus too much on routines and tasks and overlook children who are not engaged in purposeful play and learning. This results in some children becoming restless.
• Leaders and managers have a realistic view of the strengths and areas of development in nursery. They have developed comprehensive plans for continuous improvement. There are appropriate arrangements in place to supervise and support staff. However, these are not fully effective to address slightly weaker aspects of practice as quickly as possible.
• Staff have high expectations for children. As they progress through the nursery, children are encouraged to be as independent as possible. They develop a very good range of self-help skills and are proud to tell visitors, 'I can do it all by myself.' This helps them to develop self-esteem and to prepare them for school.
• Children benefit from carefully planned learning programmes that support their good health. They take part in a number of physical activities, such as yoga and ball games during 'up and active with Buzz' sessions. Menus are planned carefully to meet children's nutritional needs. Staff teach children good hygiene habits, such as handwashing.
• Staff help older children to share their ideas and views. They hold 'children's council' meetings, where they help staff to make plans for improvements. Children learn to follow rules and take turns, for example during a board game about the weather. This helps to prepare children for life in modern Britain. They are very respectful and behave well.

What the setting must and should do next

The provider should:

• refine the curriculum plans to ensure that staff have more precise intentions about what they want children to learn
• deploy staff more effectively to ensure that younger children are supported even more consistently in their play and learning
• strengthen the arrangements for staff supervision and support to address minor weaknesses in practice even more swiftly.