Busy Bodies Nursery

What is it like to attend this early years setting?

Children arrive at the nursery demonstrating enthusiasm and readiness to begin their day. They separate from their parents and carers easily. Friendly staff welcome children and support their developing independence skills through encouraging them to select their preferred activities. Children confidently choose from a range of interesting resources and seek out their friends. Staff form strong relationships with children and their families. They get to know children's characteristics and are extremely responsive to their individual needs. Children are happy and demonstrate they feel safe.

Care practices are respectful and support children's emotional well-being. Staff speak calmly and their interactions are supportive. They foster a nurturing environment that encourages sharing, consideration and respect. Children play harmoniously together. Staff model positive behaviour, teach turn taking and emotional understanding, and establish routines. As a result, children make good choices, behave well and show positive attitudes to their learning.

Leaders have developed an ambitious curriculum that enables children to benefit fully from personalised learning plans. Staff regularly use the information gathered from their observations to enhance and extend children's learning further. They plan opportunities beyond the basic curriculum. Children benefit from visits to the allotment to grow fruit and vegetables and the library for story and singing time. Children make good progress from their starting points in development.

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

• Leaders have developed an engaging curriculum that focuses on ensuring children are ready for their next stage of development, future learning and education. Staff begin with what children know and can do. They support children to make good progress through catering for their interests and creating a personalised curriculum. Overall, children make good progress.
• Staff repeat words for babies to copy, such as sprinkle, poke and squeeze, while playing in the exploration tub. However, staff do not consistently support children to increase and vary their vocabulary. For example, staff do not consider children's individual stages of language development during their interactions.
• Staff provide effective support for children with special educational needs and/or disabilities (SEND). They seek advice and support from external professionals to implement shared strategies. Key persons incorporate suitable targets with children's interests in mind. Children with SEND make good progress.
• Parents are extremely happy with the care, support and education their children receive. They say, 'It is like an extended family.' Staff provide regular updates to parents through face-to-face discussions, newsletters and the online app. The open-door policy ensures that parents can contribute fully to nursery life. This allows for continuity of care and education for children.
• Staff use opportunities at mealtimes to discuss what contributes to healthy lifestyles. Children and staff talk happily about fruit, vegetables and exercise. They choose from a good range of healthy meals. Children demonstrate their growing independence when using utensils and pouring their own drinks. They are beginning to understand about healthy lifestyle choices.
• Staff plan opportunities for children to access fresh air and physical activities daily. Children strengthen their gross motor skills when enjoying climbing, running and riding on tricycles. Babies develop their core strength in the well-planned garden and equipment indoors. Staff plan activities for children to use a range of tools to develop their competence in fine motor skills. Children's physical development is good.
• Leaders prioritise staff's well-being. They provide supervision sessions, team building and well-being experiences. Staff feel listened to, valued and well supported, both professionally and personally. Staff's morale is high and staff retention is excellent. This contributes to the positive attitudes in the nursery, which is also reflected in children's good behaviour.
• Staff promote inclusion, equality and diversity. Children visit a local home for older people. They learn about different religious festivals and cultures through real-life experiences and books. Children learn about similarities and differences with the link nursery in Gambia. They know what makes them unique and are prepared for life in modern Britain.

What the setting must and should do next

The provider should:

• support children to extend their vocabulary in a more sequenced way, taking into account children's different stages of language development.