Busy Bees Day Nursery at Portsmouth

What is it like to attend this early years setting?

Children flourish in this warm and nurturing nursery. They form positive relationships with staff. Babies have good bonds with their key person. They receive plenty of cuddles and reassurance to help them settle. Older children are confident to enter the nursery. They are enthusiastic learners and explore the environment around them. Children behave well. They show kindness and respect to each other as they share toys. Staff help children to understand the rules of the nursery and how to keep themselves safe. For example, staff help children to spot 'sneaky toys' that could be a trip hazard as they tidy up.

Staff carefully plan for children's learning following their interests. They skilfully engage in children's games. For instance, staff include counting as babies roll balls back and forth to each other. Staff extend older children's knowledge of mathematics. For example, children learn how to compare volume. They use words such as 'full' and 'empty' when filling and emptying containers. Children thoroughly enjoy having the free access between the inside and outside. They confidently choose what they would like to play with throughout the day.

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

• The curriculum is well sequenced and supports children to make good progress. Staff have a good understanding of how children learn. They use regular observations and assessments to identify what children can do and what they need to learn next. Staff plan exciting learning experiences that help children develop across all areas of the curriculum.
• All children benefit from caring relationships with their key person. Staff spend quality time with children to secure attachments and learning. For instance, staff talk to babies as they change their nappies and gently sooth them to sleep. Toddlers sit in small groups with their key person and listen to stories in a calm and quiet area. Older children spend time in the 'teaching room' and learn how to use digital technology. This provides children with the time and space to learn and develop new skills.
• Children have lots of opportunities to practise their physical skills. Babies strengthen their bodies in preparation for walking as they pull themselves up on low-level furniture. Toddlers learn to coordinate their movements and balance as they walk along wooden blocks in the garden. Older children use different tools, such as scissors and other objects, to strengthen the muscles in their hands. This supports children's fine motor skills in readiness for early writing.
• Staff encourage children to be independent and manage their own self-care. They praise children as they use cutlery at mealtimes and pour their own drinks. Children show kindness to their friends. For instance, they offer tissues to their friends from the 'nose-wiping station'. Children gather at the mirror and make sure that their face is clean. This promotes good hygiene.
• Overall, children with special educational needs and/or disabilities (SEND) are well supported. The special educational needs coordinator works effectively with parents and external professionals to ensure that children get the support they need. However, staff do not always use identified strategies consistently to support children to make the best possible progress.
• The manager is passionate about making continual improvements in the nursery. She implements effective development plans to maintain good-quality teaching. Staff benefit from regular supervisions. They discuss ongoing professional development and access online training when required. This means the quality of staff's knowledge and understanding is constantly improving.
• Parents speak positively about the nursery and feel well supported. They have regular opportunities to talk to their child's key person at drop off and collection times. Parents are able to access information about their child's development through an online portal. However, staff do not consistently share children's individual next steps in learning. This means that parents are not always aware of how to further extend their children's learning at home.

What the setting must and should do next

The provider should:

• support staff to consistently implement strategies for children with SEND
• strengthen information-sharing with parents so that they are aware of what their children need to learn next and how learning can be continued at home.