Busy Bees Day Nursery at Wellingborough

What is it like to attend this early years setting?

Staff have a welcoming, caring approach and ensure that all children's needs are met. They take care to ensure any specific dietary needs are managed through discussions with children's parents. Children respond to the staff and develop positive relationships with them. Staff recognise when babies are interested in shiny objects, such as egg shapes and bowls. Staff show babies how they can put the egg in a bowl. Babies smile when they do this themselves and the egg rolls around. The engaging manner from staff supports babies' curiosity and motivation to try new things.

Staff encourage children to persevere and keep trying, helping them to learn new skills. When they play outside, children use log slices as stepping stones and stilts to develop their confidence and balance. Staff support them effectively and give them lots of praise for their efforts. Children's learning benefits from supportive interactions from staff as they play. Toddlers remain focused and concentrate on their chosen activities. For example, staff talk to children as they play with construction bricks. They comment on what children are doing and use words such as 'press' and 'tower' as children build. Children listen to the staff as they speak to them and are keen to continue their play. They develop their speaking skills as they try to repeat new words said by staff.

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

• The management team has a reflective approach and provides staff with effective support and training to help their ongoing professional development. The implementation of a new curriculum has a positive impact on children's learning. Staff focus on helping children to be curious and involve them in how their play is extended. They develop their understanding of how to promote children's engagement and sustain interest in learning through their play.
• Staff know the children well and they successfully engage them in activities that interest them and develop their skills in the areas of learning. For example, pre-school children learn about how things change when they are mixed as they follow a pictorial recipe to make play dough. Toddlers explore scents as they squeeze fruit teabags in water. Consequently, children are developing their understanding of the world.
• Staff promote children's developing communication and language effectively. Children enjoy listening to stories and join in with the parts they know. Staff help children learn songs that they sing enthusiastically during group times. Staff listen to children and give them time to ask questions and share their news.
• Overall, staff help children become increasingly independent. Children make choices about what they want to do and develop confidence to try new experiences. However, on occasion, activities are not sequenced appropriately for children's age and ability. For example, young toddlers are asked to self-serve their lunch when they do not yet have the physical skills to do this. Consequently, children do not consistently practise skills that contribute to their future learning.
• Staff treat children with respect and celebrate their individuality. They promote children's understanding about recognising differences in one another, diversity and the importance of friendship and working together. Children learn about culture and religion through stories, looking at artefacts and discussions with staff about festivals such as Diwali.
• Staff are good role models for the children and children's behaviour is positive. Staff speak to children clearly and, when required, they explain how certain behaviour has an impact on others. Children respond positively when staff talk to them about sharing and taking turns. Staff have a consistent approach, adapting their language to ensure children understand what is being asked of them.
• Staff encourage parents to take an active role in the nursery. They seek parents' views and answer their questions through a partnership group. Key persons work closely with parents when children start attending and ongoing. This ensures that staff have relevant information about children's needs when they start and parents are informed about their child's progress. The consistent and effective partnerships contribute to children's feelings of well-being and belonging in the nursery.

What the setting must and should do next

The provider should:

• strengthen how staff plan the sequence of the curriculum to help children consistently practise skills they need for their future learning.