Busy Bees Day Nursery at Reigate

What is it like to attend this early years setting?

Children are very settled in this warm and welcoming nursery. Babies form strong attachments with their key person. Older children are engaged enthusiastically with staff as they design and build models. They use their thinking skills effectively to work out which parts they need to connect to make their 'aeroplane'. The interactions from staff help children feel safe and secure.

All children demonstrate a positive attitude to learning, including children with special educational needs/and or disabilities (SEND). Children experience a range of activities that support their physical development. For example, they try balance beams and ball games outside. Other activities, such as sand and water, are set up to excite children's imaginations. Babies explore their senses and giggle as they splash in the water trays. This supports children's large- and fine-muscle development.

Children become confident communicators. Staff introduce new vocabulary and provide commentary as children play. Babies babble and repeat words and show an interest in their favourite stories. Older children have meaningful conversations with staff and share their ideas.

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

• The newly appointed manager is passionate about her role and has worked hard with staff to address the actions raised at the previous inspection. As a result, the quality of care provided for children is good and staff morale is positive. The manager has reviewed the layout of the baby room to improve staff deployment and interactions with younger children during care routines. For example, staff recognise when babies are deeply engrossed in stories and adapt the care routines so as not to interrupt the learning opportunities.
• The manager has provided training and coaching to ensure hygiene across the nursery is good. For example, they have added self-care stations for the children. Additionally, routines such as mealtimes, have been reviewed and improved. For instance, staff are now allocated to tables to support the children. They are quick to notice if a child drops their cutlery so they can replace it with a clean set. This supports children's health.
• The staff in each room create a curriculum for the children in their age range. For example, babies are supported with their physical development as they learn to walk. Older children remember previous learning. For instance, staff challenge them as they count beyond 20. They show an interest in learning the different letter sounds and some are able to use this knowledge to name objects. However, some of the activities staff plan in the younger rooms are too broad. Staff do not always focus precisely enough on what they want children to learn.
• Although children enjoy activities, the learning opportunities are sometimes limited.
• Children develop strong friendships with their peers. They are kind and respectful to each other as they make up rules for imaginative games. Staff are positive role models and use a range of strategies to help children learn about their emotions. For example, picture cards and gestures are used effectively to help children learn to share and be kind.
• Mostly, children develop their independence skills well. For example, they feed themselves at mealtimes. However, some staff step in too quickly and help with tasks that children are able to do for themselves, such as washing their hands and putting their shoes on. This does not offer the best possible encouragement for children to confidently practise these skills.
• Staff identify children with SEND. They use advice and support from the other professionals to plan specific support for children. This helps staff deepen their knowledge to support children's individual needs.
• Parents are extremely complimentary about the quality of care and education offered by the staff. They appreciate the daily feedback about their child's care and learning. Parents say that their children are very well prepared for school.
• The manager gathers feedback from other childcare professionals to help make positive changes that effectively promote children's learning and development. For example, they have identified that due to staff changes, the quality of teaching is not fully consistent. There is an action plan in place to address this. However, plans are not currently embedded well enough to have any notable impact.

What the setting must and should do next

The provider should:

• support staff to promote children's independence and self-care skills more effectively and consistently
• embed further the arrangements to coach and support staff to help them more precisely identify what they want young children to learn from activities.