Busy Bees Pre School

Inclusion: Strong standard

The setting has created an inclusive culture, and leaders and staff quickly identify gaps in children's learning. Secure, inclusive practice throughout the setting underpins the effective strategies and approach that staff implement. Leaders have formed excellent partnerships with outside professionals, creating continuity in children's learning. This consistent partnership working ensures that children's specific targets are reviewed and monitored regularly. Leaders make carefully informed decisions regarding additional funding, ensuring it has a direct impact on reducing barriers to children's learning and/or wellbeing. Staff use basic sign language to support children's communication skills and leaders have identified further training to help embed this into daily practice. Leaders target training to help staff gain the skills and knowledge they need to support children and their individual needs. Subsequently, all children have access to varied opportunities within their learning and development. Parents deeply value the consistent sharing of information and staff's nurturing approach towards children and their families. They feel part of their children's learning experiences and enjoy attending various events the setting holds.

Curriculum and teaching: Needs attention

Newly appointed leaders have recently adapted the curriculum, helping children to learn about healthy choices and how to lead a healthy lifestyle. For example, children enjoy taking part in initiatives to teach them about the importance of oral hygiene. During these early stages of adaptation, there are some inconsistencies in the delivery of the curriculum. At times, staff do not have sufficient understanding of what they want children to learn from the curriculum, which means they do not make the most of opportunities to support children's learning.

Leaders and staff provide children with varied experiences across the 7 areas of learning. They regularly rotate activities and resources, helping children to maintain focus and engagement within their play, in preparation for school. Staff use effective assessment and monitoring to provide activities that they know children will enjoy. Children enjoy a teddy bears' picnic in support of 'Children in Need'. This helps to widen children's understanding of events and celebrations and how to help others. Staff place a positive focus on supporting children's personal, social and emotional development, building foundations for future learning. They provide daily access to outside play, which children enjoy, supporting them to develop their bigger physical skills well. Activities such as counting each other during registration time enable children to begin to establish their early counting skills.

Achievement: Needs attention

Overall, children progress well from their starting points. However, children do not make consistent progress in all areas of their development. For example, they do not always receive the support they need from staff to build on their existing knowledge and skills when they join in with activities. Although children enjoy these activities, this has an impact on the progress they make and how much they gain from experiences. Children gain some useful skills in preparation for school. They become more confident communicators. For example, children enjoy two-way discussions with staff and their peers. Children demonstrate independence and positive self-esteem, supporting smooth transitions into school.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff have created a culture of kindness, care and respect. They are enthusiastic and dedicated to their roles and responsibilities. Staff set high expectations for children's behaviour and use consistent approaches, helping children to begin to understand what is expected of them. Staff are positive role models and encourage older children to help with small tasks, such as setting tables for mealtimes. Children enjoy the responsibility and learn to help others. Staff ensure expectations are appropriate to the individual needs of children, working closely alongside other professionals to implement these expectations. Leaders have recently adapted the daily routine to provide more consistency and less distraction over busier periods of the day. Staff manage transitions between activities effectively. As a result, children demonstrate calmness and know what is happening next. Children build warm relationships with staff and their peers. Leaders share with parents the importance of attendance and act quickly if there are unexplained absences, to ensure the safety of children and families.

Children's welfare and wellbeing: Expected standard

Leaders and staff place focus on supporting children's welfare and wellbeing. Robust hygiene practice ensures that staff meet the care needs of children appropriately. Staff demonstrate a secure knowledge of how to keep children safe when children are sleeping. They support children from an early age to become independent in their emerging self-care skills, in preparation for school. Leaders have recently made changes to the snack menus, ensuring these are line with nutritional guidance, supporting children to make healthy choices. Staff use mealtimes as a social time and encourage children to use manners, such as saying 'please' and 'thank you'. Leaders value children's choices and allocate key workers based on the natural bond children form with staff. Parents report that this is a strength of the setting. All children settle quickly, and the staff have an excellent knowledge of the children attending. Staff help children to begin to understand how to keep themselves safe, for example by practising regular fire drills and providing opportunities for children to manage their own risks in a safe environment.

Leadership and governance: Expected standard

Newly appointed leaders recognise the importance of self-evaluation, as they continue to use this to identify the setting's strengths and weaknesses. This provides an ongoing pathway to improvement as recent changes within the setting have had a positive impact on some areas of children's learning. These include the improving provision for children with special educational needs and/or disabilities (SEND) and widening opportunities for children to make healthier choices. Leaders confidently identify areas they still need to prioritise and act on these quickly. Staff feel well supported and benefit from regular supervision. They have opportunities to access training, which is targeted to enhance staff's knowledge and skills. For example, recent training on support for children with SEND has provided staff with a deeper awareness and understanding of how to adapt the environment to meet the needs of children who require additional support. The nominated individual has a good oversight of the setting and ensures leaders are well supported.