Busy Bees Day Nursery at Swindon Broome

Inclusion: Needs attention

Leaders identify children who face barriers to learning, including those who speak English as an additional language, and those with special educational needs and/or disabilities. At times, they work with parents to put some support in place for children to help close gaps in their learning. However, the action is not always taken promptly or consistently due to changes in staffing and training provided to staff. Some children have support plans in place with targets to promote their learning. However, staff have not had training to help them implement these and support children to meet the intended targets. Although leaders recognise that staff are not consistent at following the plans, they have not provided staff with the appropriate support to help them to meet children's needs consistently. This means that the support for some children is not as effective as it is for others, and this impacts the progress that children make.

In addition, staff do not consistently work in partnership with children's parents or use the advice from other professionals to provide a constant approach to supporting children's learning. This is particularly evident when there are staff changes. This means that not all children's learning needs are met.

Curriculum and teaching: Needs attention

Leaders have developed a curriculum that sets out what they want children to learn across the 7 areas of learning. However, they have not ensured that all staff have the knowledge and skills to implement the curriculum effectively. Some staff working with children do not always know them well enough to promote their learning effectively. Staff are aware that some children have special educational needs and/or disabilities and have specific targets to help them to make better progress with their learning. The experienced staff meet their needs well. However, newer and less-experienced staff do not know the targets or the adjustments needed for those children.

Staff provide children with lots of opportunities for children to have fresh air and exercise. Older children enjoy practising their physical skills as they take part in an obstacle course in the garden. However, this activity continues to be repeated. As children become bored, there are no other options for them to play with, and staff do not recognise how to keep children engaged.

During play, staff sit with children and model language and encourage children to listen and follow instructions. They encourage older children to count and use mathematical language as they play. Younger children enjoy listening to stories that staff read to them.

Achievement: Needs attention

Some children do not make the progress that they are capable of due to inconsistencies in the delivery of the curriculum. Children with barriers to their learning, including those with special educational needs and/or disabilities, do not consistently receive the support that they need to make secure progress.

Overall, children make some progress in their learning, particularly in communication and language and physical development. Most children learn to speak clearly, listen, follow instructions and communicate their needs and interests. However, children who have barriers to their learning do not receive the support they need to help them to communicate their needs and interests and engage with their peers. Older children develop physical skills; they balance and show confidence as they tackle the obstacle course. Children learn some basic mathematical skills. For instance, they eagerly count their friends at mealtimes and use mathematical language as they play.

Children learn to be independent. For instance, younger children learn to wash their hands and wipe their own noses without support. Older children collect their cutlery and plates to set their places at the table for their lunch. Babies demonstrate feeling secure as they form attachments with the adults looking after them.

Behaviour, attitudes and establishing routines: Needs attention

Due to inconsistencies in the staffing arrangements and the deployment of staff by leaders, some staff working with children do not know them, and some children do not form the attachments that they need. Furthermore, staff do not arrange routines well. At some times of the day, children struggle to understand what is expected of them and what is coming next. This leads to children waiting and becoming restless.

Staff set clear and consistent behavioural boundaries. They carefully remind children about boundaries when necessary. For instance, children know that they need to use 'walking feet' indoors, and when younger children climb on the furniture, staff remind them to keep their feet on the floor to keep themselves safe. Staff support children to understand how to take turns, be kind and play alongside their peers. This helps children to learn how to behave well.

Leaders place a priority on monitoring children's attendance. They work with parents to ensure that children are able to attend nursery. Some children form warm relationships with staff. However, this is not consistent throughout the nursery.

Children's welfare and wellbeing: Needs attention

Some staff form secure relationships with children. Staff working with the babies work closely with parents, using the information that they gather to help meet the individual needs and routines of babies. However, this is not consistent throughout the nursery. The key-person system is ineffective in some of the areas of the nursery, such as the toddler room, due to changes to staffing. Some staff do not know the children's needs, and some do not even know the names of children they are caring for. In addition to this, leaders do not ensure that staff are arranged well to allow care practices to be carried out by staff who are familiar to children to ensure that children feel confident and secure.

Leaders implement effective procedures to ensure that children with dietary needs are safe, and meals and snacks are healthy and nutritious. Children benefit from lots of fresh air and exercise. They are eager to go outside to play. Staff help children to follow appropriate hygiene practices. Children throughout the nursery learn to be confident at washing their hands before mealtimes. Staff working with older children, including those with special educational needs and/or disabilities, struggle with following children's individual routines because they do not know the children well enough.

Leadership and governance: Needs attention

There has been a very recent change to the leadership team within the nursery. However, there continues to be a consistent senior leadership team supporting the nursery through these changes, who are very familiar with the setting, staff and children. Leaders recognise that there are weaknesses in the practice and provision. However, the action taken is not having the needed impact swiftly enough. Leaders have not fully considered how to deploy staff well. This does not fully ensure children's care and learning needs are well met to provide children with consistency. Despite this, leaders have taken the necessary steps to meet the actions previously issued. They have provided staff with training to improve how staff respond to children's behaviour, and they have an action plan in place to address identified weaknesses.

Although leaders have a clear vision for the intent of their curriculum, staff do not receive the support that they need to implement this successfully. Leaders do not ensure that staff know children well enough or have the skills to support children who have barriers to their learning to help them to make secure progress. Staff say they are happy, and leaders work closely with staff to support their wellbeing. Staff have access to external wellbeing support, and leaders try to make adaptations to working patterns to meet the needs of staff.