Busy Bees Nursery and Creche

Inclusion: Expected standard

Leaders have established an inclusive culture where children's individual needs are identified early and supported effectively. Staff gather detailed information from parents when children start and use baseline assessments, observations and transition information to identify emerging needs. Leaders work closely with families and external professionals to ensure timely support through a graduated approach. Staff receive guidance and training, which strengthens their understanding of how to implement and review support for children with special educational needs and/or disabilities (SEND) and those that face barriers to learning and/or wellbeing.

Leaders show a clear understanding of the support that could be provided for children in receipt of additional funding to reduce barriers to learning and promote inclusion. Children with SEND benefit from reasonable adjustments and targeted support that is reviewed regularly. Staff adapt activities, use visual aids and provide smaller group or one-to-one interactions to reduce barriers to learning. As a result, children with SEND are supported to make progress from their individual starting points.

Children who speak English as an additional language are supported sensitively. Staff work in partnership with parents to share key words in children's home languages and use these consistently within routines and play. Leaders monitor children's progress carefully and evaluate the impact of support. While inclusive practice is effective overall, leaders recognise that further strengthening support for children who speak English as an additional language is a priority for development.

Curriculum and teaching: Expected standard

Leaders have developed a clear curriculum that builds progressively from the baby room through to pre-school. The curriculum prioritises children's communication, physical development and personal, social and emotional development. For example, babies and toddlers are supported to develop coordination and control by drinking from open cups. Older children benefit from regular outdoor play, where they explore different surfaces and environments, such as puddles, leaves and mud, which helps to build strength, balance and confidence in movement. This ensures that children gain the foundations they need for later learning and school readiness.

Practitioners know children well and use assessment effectively to build on what children already know and can do. Teaching is purposeful and responsive. Staff support children's language development throughout the day by modelling vocabulary, encouraging repetition and engaging children in songs, stories and meaningful conversations. Mathematical learning is embedded through play, such as counting games and routines that introduce early concepts of time.

The curriculum is adapted appropriately for children with special educational needs and/or disabilities and those who face barriers to learning and/or wellbeing. Leaders regularly monitor teaching quality through observations, discussions and modelling good practice.

While teaching is generally consistent, leaders should continue to refine staff confidence and subject knowledge to ensure the curriculum is implemented with the same level of consistency across all rooms.

Achievement: Expected standard

Children make encouraging progress from their starting points. Babies develop early communication skills and confidence through close interactions and sensory experiences. Older children communicate confidently, use an expanding vocabulary and engage well in group activities.

Children with special educational needs and/or disabilities and those who face other barriers to learning and/or wellbeing are supported effectively and achieve well relative to their starting points. Those who were initially unsettled or anxious show notable improvements in emotional security and engagement. Children develop independence and the skills needed for their next stage of learning, including school readiness, through routines that promote self-care, cooperation and confidence.

Babies and toddlers are usually able to enjoy outdoor play as part of their daily routines. However, at the time of the inspection, recent rainfall meant the garden was muddy, and babies were unable to go outside. As a result, the youngest children did not benefit from outdoor learning on this occasion.

Behaviour, attitudes and establishing routines: Expected standard

Children behave well and show positive attitudes to learning. They are engaged, curious and motivated to take part in activities.

Leaders and staff have established a calm, nurturing environment with clear and consistent routines, reflected in the organisation of rooms, predictable daily structures and calm transitions between activities, which are implemented consistently by staff across the setting. These routines help children feel secure and understand what is expected of them, as children confidently respond to verbal cues, support staff with tidying up and independently manage daily routines such as handwashing and preparing for meals.

Staff support children calmly and consistently by using age-appropriate strategies, such as encouraging children to take deep breaths or count to 10, and by acting as positive role models, which helps children regulate their emotions and develop positive behaviour.

Children form warm relationships with staff and their peers. They learn to cooperate, share and take turns during play.

Attendance is promoted effectively by leaders and staff. Staff monitor attendance daily and follow up promptly with families when children are absent or have not arrived as expected.

Children's welfare and wellbeing: Expected standard

Children's welfare and wellbeing are central to daily practice. Staff provide effective care routines that are tailored to children's individual needs. Babies' sleeping, feeding and hygiene routines are managed safely and consistently. Older children develop independence by washing their hands, serving themselves food and pouring their own drinks. These routines help children build confidence and self-care skills.

Children learn about healthy lifestyles through daily routines and conversations. They enjoy healthy snacks and meals and understand the importance of oral health through supervised toothbrushing.

Staff support children to recognise, express and manage their emotions through warm, responsive interactions, reassurance and by offering familiar resources that reflect their interests, such as farm animal books, cars and trucks and sensory blocks, which help children feel calm and secure. As a result, children develop a secure sense of emotional wellbeing and feel safe, valued and confident to explore their environment.

Leadership and governance: Expected standard

Leaders and those responsible for governance take decisions that are in the best interests of children, particularly those who face barriers to learning and/or wellbeing, including children with special educational needs and/or disabilities. Leaders prioritise inclusive practice by strengthening systems for early identification, working closely with other professionals, and ensuring reasonable adjustments are made so children can access the curriculum.

Leaders demonstrate a clear commitment to continuous improvement. Since the last inspection, they have taken actions to improve children's experiences, including redesigning the learning environment to create calmer, more purposeful spaces that better support children's emotional regulation and engagement.

Leaders prioritise staff training and wellbeing, ensuring that staff are supported to develop their skills and confidence.

Governance arrangements provide appropriate oversight and support. Leaders understand the setting's strengths and areas for further development and have realistic, well-considered priorities. As a result, improvements are being sustained, and the setting continues to move forward positively.