Busy Bees Warwick

What is it like to attend this early years setting?

Children thrive in this incredibly nurturing setting. Staff know the children and families they serve well, and they develop the closest of bonds with the children they care for. For example, children of all ages, including older siblings who have left the setting, embrace the staff regularly. This means that children are extremely happy and settled. Staff have consistently high and clear expectations of behaviour. As a result, children's behaviour is exemplary.

A well-designed curriculum is embedded consistently across the nursery. Staff speak extremely confidently about children's progress and how they make sure a child is secure in each stage before they move on. This enables children to build key skills and knowledge throughout their time at the setting. Staff plan a wide array of rich opportunities and stimulating activities that motivate children. For example, children make their own play dough, decide what they want to create and independently select the tools they need. This results in children being deeply engaged in their learning for long periods. Developing children's language and communication skills is at the heart of everything the staff do. For example, babies are introduced to the word 'find' and they explore black water to find different animals. The babies understand the focus word, repeat it, name the animals and make their sounds. This supports children to develop a wide vocabulary and communicate effectively.

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

• Staff foster a love of reading in children. Each room has a book of the moment, a well-resourced and inviting reading corner, topic related books in every area and a library bus visits each month. Children are highly engaged during cosy story times in every room throughout the day.
• All staff focus on developing children's emotional and social skills. They do this through skilful interactions with the children. Staff are constantly talking to the children about what is happening and how they feel. For example, staff speak to the children about visitors, acknowledge their feelings and encourage and support them to interact. This supports children to manage their emotions and develop confidence in social situations.
• Staff maximise the potential for personal development during mealtimes. For example, pre-school children pour their own water and serve their own snack, and younger children learn how to feed themselves using age-appropriate cutlery and crockery. As a result, children become increasingly independent in managing their own personal needs.
• Routines are firmly embedded throughout the setting. Children demonstrate that they internalise these processes as they copy them. For example, as staff report to each other about the amount of lunch eaten by each child, some children respond for staff with 'most' or 'all'. Parents also say that their children follow nursery routines at home. This helps children to develop the skills needed to organise themselves and complete tasks independently.
• Children are exceptionally polite and well-mannered. Staff model and continuously encourage the use of 'please' and 'thank you'. At mealtimes, they teach children to wait until everyone has been served before they start eating. This helps children to understand social norms and interact respectfully with each other.
• Parents cannot speak highly enough of the care the staff provide for their children. They feel that their children thrive at the setting. They highlight how organised the setting is in terms of the environment and routines and how inspiring the activities are. They feel extremely well informed about their child's learning and development and how to support them further at home.
• Health and safety is of high priority. Staff involve children in assessing risks. For example, each day, a pre-school child acts as the 'safety ranger' in a high visibility jacket. They lead others in tucking in chairs, picking up tripping hazards and ensuring doors are secure. This helps children to understand risk and acquire habits that promote their health and safety.
• Leadership and management of the nursery are exceptional. They support staff to continuously develop their knowledge and skills, and they ensure that staff receive highly-focused and effective professional development. Leaders ensure that children with special educational needs and/or disabilities (SEND) receive strong support. Leaders have a clear and ambitious vision for driving continuous improvement.
• Leaders prioritise the well-being of their staff. Designated well-being officers support staff, 'team weeks' provide motivation and financial advice and help is available where needed. Staff feel extremely well supported by both their team members and leaders.