Busy Bees Queen of Hearts Kettering

What is it like to attend this early years setting?

Children are happy to attend this nursery. Older children are very confident as they tell visitors about their favourite activities. Children display high levels of engagement as they participate in the activities that staff provide. Staff have high expectations for children's behaviour and, generally, children behave well. When children display unwanted behaviour, staff intervene promptly and explain to them why their behaviour is unacceptable. Children follow instructions, for example, when staff ask them to wash their hands at lunchtime. Children are proud to be chosen as a helper and assist staff to set the table. Staff provide lots of cuddles and reassurance for babies if they become unsettled.

Children become increasingly independent. Babies learn how to clean their own hands and faces. Older children learn to clean their plates and take responsibility for keeping their environment tidy. They begin to recognise their own name as they hang up their coats. Staff focus on teaching young children how to develop their physical skills to keep themselves safe. They teach them how to use a slide and explain why it is important to sit down when using it. Children develop a love of singing as staff sing familiar nursery rhymes with them. Children enjoy learning about different seasons. Staff take them on nature hunts and compare the different colours of the leaves.

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

• Leaders have developed an ambitious curriculum that is well sequenced. Staff implement this well, and all children make progress from their starting points. Staff who work with older children are particularly skilful at building on what children already know and can do. For example, at mealtimes, children show they understand the meaning of 'pescatarian' as they explain that their friend eats fish and vegetables but does not eat meat.
• Children with special educational needs and/or disabilities (SEND) are well supported. Staff create targeted learning plans for children with SEND, which are regularly shared with parents. Staff adapt their teaching and delivery of the curriculum to ensure that all children are able to participate in activities. They use visual prompts to help children to understand the daily routine. Staff are proud of the progress that children with SEND make from their starting points. Leaders work closely with external professionals to seek further guidance and advice to ensure the best possible outcomes for all children.
• Overall children's communication and language are well supported. Staff sing a wide variety of songs ,which children enjoy. They skilfully pause to allow children to sing familiar words in the song. Staff speak clearly and use appropriate language for the age of children they are working with. Children show prior learning as they recall words they have learned before. However, not all staff fully understand how to further support children who are struggling with their communication.
• Staff support children with their early mathematical skills. Younger children learn to count as they find cups for their friends at snack time. Older children learn to recognise different shapes and confidently describe an oval. They show prior learning as they explain the difference between a rectangle and a square. Staff teach children about patterns. Children enjoy comparing patterns that they find on their clothing.
• Children develop their physical skills and hand-to-eye coordination. Younger children learn to balance on stepping stones. Staff teach children how to use jugs to scoop and pour water. Children learn to use glue spreaders as they create pieces of art with dried leaves. They use paintbrushes and potatoes to make marks on coloured paper. Staff help older children to practise their hand- to-eye coordination as they catch rubber ducks with fishing rods.
• On the whole, leaders have established an effective key-person system. Parents understand who their child's key person is and feel well informed about their child's progress. Staff know their key children well. However, at times, leaders do not fully consider how to deploy staff effectively. As a result, staff do not always get to spend time with their key children. This does not help children to settle in fully and develop a strong relationship with their key person, particularly when they are new to the nursery.

What the setting must and should do next

The provider should:

• develop staff's knowledge and understanding of how to support children's communication and language skills further so children can learn new vocabulary and communicate effectively
• review staff deployment to fully support children who are settling in and ensure all children spend quality time with their key person.