Busy Bees Day Nursery at Walthamstow

What is it like to attend this early years setting?

Since the last inspection, staff have worked hard to create a happy and safe environment for all children. They have put a stronger emphasis on promoting inclusive practice. For example, staff enable children to take part in extra-curricular activities to enhance their learning experiences. This benefits children well, particularly those from disadvantaged backgrounds. Staff teach children to play well together. This is evident, for instance, when older children confidently remind each other of their turn during an activity.

Staff form close relationships with children, including those who have recently joined the nursery. This helps children to settle quickly. Staff are enthusiastic and motivate babies to play with stacking rings and building blocks. Babies show their enjoyment by clapping their hands and smiling. Staff who work with toddlers spend their time looking at books and singing songs with the children. They encourage children to explore musical instruments, such as bells and shakers. Toddlers have a wonderful time as they move their bodies and copy actions of familiar nursery rhymes. Staff encourage older children to explore a sensory tray filled with flowers, sand and feathers. They promote children's creativity well.

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

• Leaders communicate a strong commitment to achieving and sustaining high-quality care and education. They have collaborated closely with their early years advisor to ensure a rigorous evaluation of their practice. One of the changes they have made is in the room layouts, to allow staff to supervise children more effectively. This has reduced accidents and created a calmer environment that supports children's positive behaviour.
• Staff encourage children to use 'kind hands' when playing with each other. They also encourage children to do things for themselves, such as putting on their own coats before going outside to play. Children gain important skills, such as social skills and independence, which are essential for their future education.
• Staff have high expectations for children's learning, overall. They engage children in meaningful conversations, such as discussing how to make mud cakes in the garden. Occasionally, such as during group activities, staff do not give all children enough time to process and respond to their questions. This does not fully promote children's learning.
• Leaders have implemented various initiatives to enhance partnerships with parents, including the introduction of a parent support pack. This pack assists staff in providing parents with continuous communication to aid children's learning, including how to handle biting incidents. Parents report that they are very happy with the recent positive developments and feel reassured by the changes and stability at the nursery.
• Rigorous procedures for assessing staff's suitability to work with children are in place. They ensure that staff are fully aware of the procedures should there be an allegation made against them or their colleagues.
• Leaders have enhanced coaching and supervision by providing staff with tailored professional development opportunities to enhance their teaching practice. As a result of recent training, staff have improved their understanding of how to observe and evaluate children's learning. They use this knowledge to design a stimulating and age-appropriate curriculum that meets the diverse learning needs of children. Children with speech delays or challenging behaviour have made notable progress from their starting points.
• Overall, staff are good at promoting children's physical health. They provide children with nutritious meals that support their growth and development. In addition, staff ensure that children have regular access to outdoors for fresh air and exercise. However, some staff do not always wash their own hands after cleaning children's noses. This practice does not ensure the highest level of cleanliness, which can increase the risk of germs and infectious illnesses.
• Leaders conduct regular safety checks of the premises to identify hazards and risks that may endanger staff and children. They promptly notify relevant agencies and take necessary steps to ensure the safety and comfort of all children.

What the setting must and should do next

The provider should:

• continue to support staff with the use of questioning to promote children's language and thinking skills further
• maintain good hygiene practices, especially consistent handwashing procedures among staff, to protect children's health.