Busybees at Harlesden

What is it like to attend this early years setting?

Staff greet children in a friendly and caring manner on arrival. Children feel safe and secure. They build positive relationships with staff. For example, key persons comfort children who are settling in with cuddles. The key-person system is well embedded within the setting. Staff spend time developing secure bonds with children, who show that they feel happy within these trusting relationships. For example, babies demonstrate they feel secure as they eagerly take musical shakers to share with staff. Staff have a clear understanding of what they want children to learn. They plan a relevant curriculum that meets children's individual needs. As a result, all children make good progress in their learning.

Staff act as positive role models and their expectations for children's behaviour are good. Children behave well. They share, take turns and learn to understand the importance of being kind to their friends. Staff support children to persevere when they encounter a challenge in their play. Older children build their resilience, such as when cutting vegetables with safety knifes. Staff encourage children to keep trying and this helps them to not give up easily. As a result, children learn how to use tools and equipment with increasing skill.

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

• Leaders have an effective overview of the quality of the curriculum. They have recently implemented an ambitious new curriculum. Leaders accurately identify priorities for children's learning. There is a focus on supporting children's communication skills. Leaders ensure that the curriculum provides children with good support and helps them to achieve well.
• Overall, staff interact well with children. They model and repeat names of objects as young children play, encouraging them to use these new words. This supports children's language comprehension well. However, at times, staff do not consistently allow sufficient time for children to process and respond to some questions.
• Children access a variety of mathematical resources. Staff introduce mathematical vocabulary and use puppets to develop children's counting skills as they play. This promotes children's early mathematical development.
• Children enjoy a variety of physical activities to help keep them fit and healthy. For instance, staff encourage older children to climb the climbing frame and play running games. Younger children skilfully use rockers independently. These activities help to build children's muscles, balance and stability.
• Children understand the routines in the setting. Staff give them relevant warnings when things are going to change, such as at tidy-up time and nappy changes. This allows children time to prepare for the next stage in the day. However, during some routines, not all staff consistently promote children's growing independence. For instance, during mealtimes, some staff pour water and serve food for older children, whereas other staff offer praise and support as children do this independently. Consequently, children do not have the same opportunities to become independent.
• Staff work together very well. Leaders organise regular staff meetings and training opportunities. Staff say how training is selected based on their individual needs and how this supports them to develop their practice. For instance, they discuss how they have grown in confidence in supporting children's behaviour since attending training.
• Staff support children with special education needs and/or disabilities (SEND) well. They work with leaders and parents to identify children with SEND. Leaders and staff make links with external professionals where appropriate. They use additional funding effectively to best meet the needs of those children who need it most. All children receive the support they need to be successful.
• Overall, parents and carers speak very highly of the setting. They feel that staff offer genuine care and appreciate the time that is taken to get to know their children and the families. Parents report that they feel well informed about their children's learning and development through regular feedback from staff. They share how the setting has enhanced partnerships through stay-and-play sessions and events such as coffee mornings.

What the setting must and should do next

The provider should:

• allow children sufficient time to think and respond to questions asked
• build further on developing staff's practice to extend children's independence.