Busy Bees Day Nursery at Swindon Peatmoor

What is it like to attend this early years setting?

Children are provided with rich-learning opportunities, with the guidance of supportive, nurturing staff. Staff produce planning with the aim to meet the interests and learning needs of all children. Children have opportunities to use their own voice. For example, the pre-school staff allow children to reflect on their own ideas and create research projects around those ideas, allowing children to feel valued for their thoughts and conceptions. Children are confident talkers and express themselves appropriately to access the resources they desire.

Equality and diversity are embedded through the setting's daily rules and expression of interests. Children are included in all activities, with adaptions where appropriate, to ensure they feel a sense of belonging within the setting. Children with additional needs are well cared for. They are provided with an ambitious curriculum that is incorporated in daily activities and routines, embedding an inclusive environment for all children attending the setting. The team is attentive in ensuring that the impact of the COVID-19 pandemic is minimised by implementing appropriate changes and additional support. Staff support children well during their transition to school, and they provide a variety of experiences, resources and positive communication with local schools.

Children behave exceptionally well, and they use good manners and demonstrate respect for one another. Staff encourage children to be independent. Children are motivated to feed themselves, self-serve their own food and begin dressing themselves with adult assistance.

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

• Staff provide children with an enabling environment that includes a variety of age-appropriate tools, resources and activities to support development. Children with special educational needs and/or disabilities are well cared for and included in day-to-day routines and activities.
• Pre-school staff have secure knowledge around child development. They are very capable of planning for the children's personal interests and development needs, creating next steps to ensure children progress. However, at times, not all staff have a clear understanding of the learning intent to help support the delivery of activities. This means that staff do not always provide in-depth next steps to support children's future learning.
• Children access wraparound support through well-organised communication between parents, staff and outside agencies. Parents are extremely happy with the care of the provision, particularly focusing on the nurturing staff, positive communication and the wholesome and nutritious menu. The meals and snacks on offer support the healthy growth of the children and encourage them to try new food groups. Parents and staff have built up a strong partnership to ensure that all children are supported in their needs.
• Staff provide an inclusive environment with tools and resources to support the diversity of children, ensuring children feel integrated and secure within the care of the setting. The setting's special educational needs coordinator strives for the best possible support and outcomes for each individual child with additional needs.
• Children create interactions with adults and peers and demonstrate confidence as their enquiries and personal explanations are embraced. Children have ideas of what they would like to select to play. Children are confident in asking for help from their trusted adults.

What the setting must and should do next

The provider should:

• develop the standards of adult-led activities for deeper intent in children's next steps in learning and to build on what they already know, to support the needs of all children.