Busy Bodies Childcare Limited

What is it like to attend this early years setting?

Children are happy, confident and highly engaged in their play and learning. They demonstrate enthusiasm and curiosity, eagerly participating in adult-led activities. Children learn to communicate confidently with both adults and their peers. Older children learn to play cooperatively and show kindness, empathy and respect for others. This is reinforced by staff who consistently model these behaviours for children. For example, one child helps a friend put on his high-visibility vest as they get ready for outdoor play.

Children are supported by a strong staff team. Staff are confident in their roles and passionate about their work. Staff encourage children's friendships and meaningful interactions. For example, staff remind children to check if other children are ok when they fall over. Children mirror the staff's positive role modelling as they spontaneously 'high-five' each other in celebration of their achievements, showing genuine pride and mutual encouragement. These moments reflect the inclusive and supportive culture embedded in the setting.

Children's creativity and love for music are actively encouraged by staff. They joyfully sing familiar nursery rhymes, often chosen by the children themselves. There is clear evidence of prior learning as children remember the words and join in with actions and movements confidently. Children respond enthusiastically to staff challenges, such as singing in whispering voices. These interactions not only support children's communication and language development but also nurture their confidence and self-expression.

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

• The curriculum is ambitious, well-sequenced and builds on what children already know, with a strong focus on independence and kindness. Staff have high expectations of children and provide purposeful opportunities for self-care and independence. Children are encouraged to cut fruit at snack time, wipe their noses in front of child-height mirrors to check their reflections, access drinks, scrape plates, and tidy toys away. This helps children to develop a sense of responsibility and prepares them for the next stage of learning.
• The staff team promotes a strong sense of community for both children and their families. The team thoughtfully organised 'stay-and-learn' sessions where parents and family members are encouraged to join children in the setting. These opportunities allow families to engage with their children's learning and help children develop an understanding of the diverse community around them.
• Children relish the opportunity to explore the well-resourced and exciting outdoor environment. Staff encourage children to be physically active and develop increasing confidence in their abilities. Children ride scooters and pedal bicycles, with some children mastering how to ride two-wheeled cycles during their time at the setting. Staff challenge children's coordination and balance as they encourage them to make their way across wooden planks positioned on large tyres. Children persist in the task, showing good levels of determination and coordination.
• Children listen attentively and engage enthusiastically during songs, stories and daily circle times. Staff ensure these sessions build on prior learning. For example, they discuss the days of the week, the months of the year and the changing seasons. Children confidently identify the current season as spring and explain 'things grow' and 'animals come out'. However, staff do not always manage transition times well enough. As children move between routine events, such as lunchtime and snack time, the room becomes chaotic, and children are left wandering rather than engaged in learning.
• Children with special educational needs and/or disabilities are well supported. Staff work with other agencies to ensure children receive the support they need. The staff know the children well. They make regular observations of what children can do. Staff assess children's progress and can identify any delays in children's learning. However, they do not always make the most of what they know to focus precisely on what each child needs to learn next.
• Staff develop strong partnerships with parents. They share information about children's progress and daily experiences. Parents speak highly of the support they receive and value the regular updates and open dialogue with staff. Parents are invited to share their skills and experiences, such as cooking with children or playing rugby. This enriches the curriculum and helps children learn about different roles and talents within their community.
• Children benefit from nutritious, balanced meals prepared by an in-house chef, including an impressive self-serve fruit platter at snack time. Hygiene practices are robust and well embedded, including supervised handwashing and teeth brushing. Staff help children develop their understanding as they explain daily routines, such as why children need to apply sun cream before going outside. This helps children understand how to care for their bodies.
• Staff actively promote equality and diversity. They provide inclusive resources and experiences that reflect a wide range of cultures and communities. Children access a range of culturally diverse books and materials, take part in visits to places of worship, and regularly connect with residents at a local care home. They discuss countries they've visited using a globe and share their experiences. This nurtures respect, curiosity and a strong sense of belonging.
• Staff state they are supported by reflective and proactive managers. They discuss their key children and identify training needs during team talks and supervision sessions. Leaders value feedback from staff and parents. They use this information to drive continuous improvement in the quality of care and education.

What the setting must and should do next

The provider should:

• improve the organisation of transition times so that children do not have to wait for long periods and their learning is not disrupted
• focus more precisely on supporting children's most relevant next steps in learning.