Busy Bees (Marshalswick) Ltd

Inclusion: Expected standard

Since the last inspection, leaders have strengthened their support for children who speak English as an additional language. They work closely with families to understand children's home languages, experiences and individual needs. Staff use visual flashcards and real objects to help children understand routines, anticipate transitions and communicate their choices. They adapt story times through the use of additional staff, puppets and props. As a result, children who speak English as an additional language are increasingly able to participate in routines, engage in learning and typically develop their communication skills.

Leaders provide individualised support for children with special educational needs and/or disabilities. They identify and assess children's needs and work closely with parents and external professionals, adapting support accordingly. Staff use simple language, signing and communication games, such as 'ready, steady, go', to encourage children to communicate and engage with others. Staff provide responsive support and adapt experiences to meet children's sensory needs. For example, children enjoy the sensory feeling of water play.

Leaders use additional funding effectively to provide resources that meet children's individual needs. They work with families to identify suitable resources, including sensory and cause-and-effect equipment, which can be used both at the setting and at home. Regular communication with parents and professionals helps leaders review the support provided and make changes as children's needs develop.

Curriculum and teaching: Expected standard

Leaders and staff plan a responsive curriculum which includes 'in-the-moment' opportunities, allowing staff to follow children's interests and respond to their learning as it develops during play. Staff adapt teaching well to support children who face barriers to their learning, helping them to make progress in their development.

Staff typically support children's communication and language through modelling language and using simple questions. Cosy book areas provide children with opportunities to share stories. Staff use puppets to bring stories to life, while children enjoy lifting flaps and exploring pictures. Most staff effectively introduce new language during children's play and use questions to extend their vocabulary. However, this is not yet consistent across the whole team, for example, some staff do not provide sufficient opportunities for children to hear new words and practise new vocabulary.

Staff plan varied physical activities, such as obstacle courses and balancing stones, and extend these experiences for older children by offering greater challenge. They supervise closely as children walk along beams and climb ladders. These opportunities help staff promote children's physical development across all ages.

Leaders oversee a curriculum that supports early mathematical understanding. Staff offer practical counting and sorting activities, including using tweezers to sort coloured bears and bugs, and provide visual numbers to help children count and connect quantities with numerals.

Achievement: Expected standard

Overall, children, including those with special educational needs and/or disabilities and those who speak English as an additional language, make progress from their individual starting points across all areas of their learning. Children develop their language skills as they listen attentively to stories and confidently join in with familiar words and phrases. They eagerly repeat words such as 'whoosh' and demonstrate growing understanding of stories.

Children confidently explore a wide range of sensory, practical and creative experiences. They manipulate dough, use child-safe scissors and experiment with objects and materials that can be used in different ways, developing increasing coordination and control. Children enjoy transporting balls between cups and show curiosity while washing cups and saucers in water. This helps them develop their understanding of the world around them through play. In the creative area, children independently choose materials and enjoy sticking and gluing to create individual collages. This supports their creativity, builds confidence in making choices and develops their fine-motor skills.

Children are typically confident, curious learners who readily explore their environment and show enjoyment in their learning. They develop increasing independence, imagination and confidence, helping to prepare them for the next stage of their learning and development.

Behaviour, attitudes and establishing routines: Expected standard

Leaders have established a positive environment where expectations for behaviour and routines are understood by children. Most children respond positively to staff instructions and are familiar with daily routines. For example, staff use a tambourine as a consistent cue to signal when it is time to stop playing and prepare for lunch. Children listen well, respond promptly and eagerly help to tidy resources. They work cooperatively to return equipment, developing responsibility and an understanding of shared expectations.

Children form positive relationships with their peers. They play well alongside each other and enjoy using their imaginations to create puppet shows together. These experiences support children to learn to collaborate, share experiences and develop friendships. Staff build secure relationships with children and typically act as positive role models. They generally manage behaviour well and are inclusive when considering children's individual needs, supporting them to meet expectations. However, at times, when younger children become disengaged or begin to participate in less purposeful play, staff do not always respond swiftly enough to refocus them on meaningful learning experiences. Consequently, children do not consistently access purposeful learning that builds on what they know and can do.

Leaders promote the importance of regular attendance and work closely with families to establish consistent routines. They monitor attendance and take timely action when concerns arise, helping children attend regularly and benefit from the learning opportunities available.

Children's welfare and wellbeing: Expected standard

Leaders place importance on helping children and families become familiar with the nursery before children start. Parents are invited to summer stay-and-play sessions, giving families opportunities to meet staff, explore the environment and become familiar with routines. Children are offered settling-in sessions, with additional settling sessions provided to those children who face barriers to their learning. Leaders gather information about children and their families and use this to support positive transitions. For example, staff incorporate children's interests, such as water play, into their early experiences. These responsive arrangements help children feel safe, secure and emotionally supported as they settle into the nursery.

Staff promote children's health, physical development and personal safety through consistent routines and close supervision. Children are familiar with mealtime routines and independently wash their hands before sitting at the table. Staff follow safer eating practices, supervise children closely and encourage them to chew their food properly. Staff sit alongside children, providing reassurance while making mealtimes positive social experiences.

Children generally develop independence and self-care skills during meals. They learn to pour their own milk from small jugs, and, typically, older children open their food containers independently. These experiences support coordination and confidence. Staff talk positively about healthy foods and encourage children to eat their main meal before pudding, helping them develop an emerging understanding of healthy choices.

Leadership and governance: Expected standard

Leaders have taken timely and effective action to drive improvements across the nursery. They demonstrate a proactive approach to improvement and maintain oversight of the quality of practice. Leaders have introduced a range of strategies to maintain standards, monitor staff performance and ensure that improvements are sustained.

Leaders have strengthened professional development to ensure staff understand the intended end points of the curriculum. This has increased staff confidence in identifying when children may not be developing as expected and in discussing concerns with leaders. Staff are better equipped to identify appropriate support and adapt practice to meet individual needs. Professional development in supporting children who speak English as an additional language has strengthened staff knowledge and skills, enabling them to provide more effective support.

Leaders monitor staff performance through regular appraisals, alongside one-to-one discussions and ongoing feedback. Staff have clear targets to work towards and demonstrate a positive willingness to improve. Peer observations encourage staff to share feedback and reflect more closely on their practice. Leaders prioritise staff wellbeing, working closely together to support staff and create opportunities for staff to feel valued and connected.

Leaders maintain open and trusting relationships with parents. Parents receive weekly memos, reminders and daily feedback about their children's experiences, progress and wellbeing. Home-learning opportunities further strengthen partnerships, including sharing sounds of the week and encouraging families to bring in resources linked to the weekly focus letter.