Busy Bees Day Nursery at Northwich

What is it like to attend this early years setting?

The curriculum is varied and gives children a broad range of opportunities and experiences to enhance their knowledge and skills. It is ambitious and tailored to the unique needs of every child. Staff ensure that children have opportunities to develop and refine the skills they need to be successful in the future. Children are curious and eager to learn. Staff provide targeted interventions to support children who need additional support.

Staff develop the environment to encourage children's curiosity and creativity, inspiring awe and wonder. Children are highly engaged in all that they do. Staff read stories and sing with children regularly. Older children enjoy books independently and with their friends. Staff read the 'book of the moment' expressively. Children are encouraged to take books home, and parents read stories with their children when they drop them off. This strengthens children's love of books.

Staff teach even the youngest children about their emotions. They learn that it is important to express them whatever they may be. Children behave very well. Staff teach them to take turns and share. Children show genuine kindness and concern for one another. They are extremely confident, and staff help them to develop high levels of positive self-esteem. Staff develop incredibly strong bonds with children, often over extended periods of time. This helps children to feel settled and secure. Children show excellent independence skills. For example, they are able to chop their own food, serve their own meals and scrape their plates clean. Meals are balanced and nutritious. Staff cater well for a variety of allergies and children's dietary requirements.

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

• The curriculum is ambitious for all children and delivered through engaging and exciting play opportunities. The curriculum is fully embedded and implemented consistently across all rooms. Teaching is of a consistently high quality. Staff focus on a 'rehearse and retrieve' approach, revisiting new things until children learn and remember them. This helps children to make consistently good progress in their learning. They are well prepared for their move to school.
• Staff are highly effective at supporting children's communication and language development. They introduce new and ambitious vocabulary during conversations. For example, staff say to babies 'you sitting on the big, yellow chair, it looks so comfy.' Older children learn new words in context. For example, they discuss the differences between a 'unicorn' and 'Pegasus'. Staff explain new words clearly. Babies use basic signs to communicate their emotions and to request help. Children of all ages become confident and expressive communicators.
• Mathematical learning is delivered through everyday experiences as well as planned activities. For example, children roll a dice and recognise numbers and numerals. They confidently count animals and compare the number of animals they each have. Children develop sound mathematical skills.
• Children who are learning English as an additional language are well supported. Staff use a variety of languages to support children in their home language. This helps children to settle quickly. Children who do not initially speak English are able to share their needs. They quickly develop the English language skills they need to communicate and thrive.
• Staff provide an inclusive environment where all children are welcomed and valued. They work with a variety of agencies to provide support that meets children's needs, for example speech and language therapists and local authority outreach teams. Additional funding is used well to develop children's individual interests and learning. Children with special education needs and/or disabilities make good progress in their learning.
• Occasionally, routines do not fully support children at times of transitions, for example when toddlers finish their lunch and get ready to have a nap. The transition is disorganised, and some children are not sure what to do. This means it takes longer for children to settle and rest.
• Leaders reflect and take steps to develop the provision in an ongoing way. Staff are inspired and demonstrate high levels of passion and commitment to their roles. There is a culture of continuous improvement. Staff feel empowered by leaders to develop through training and gaining additional qualifications. They take pride in their accomplishments and passionately talk about the positive impact this has on children.
• Parents are very happy with the provision. They comment positively on their children's development and the varying things that children learn to do. Parents feel fully informed at every stage of children's learning journey. They know exactly what they can do to support children's learning at home. This contributes to children's rapid progress.

What the setting must and should do next

The provider should:

• further develop routines at times of transition to help children to settle quickly and effectively.