Buzy Bee; An Leyc Nursery

What is it like to attend this early years setting?

Children are happy and develop strong bonds with the friendly staff at this welcoming, inclusive nursery. Children are polite, share resources and take turns. Friendships are evident between the children. Babies smile as they pass toys to one another. Older children invite others to join in their play. Children learn to be independent and do things for themselves. For example, babies start to feed themselves, two-year-old children learn to put on their coats and older children manage their own toileting.

Children understand the behaviour expected of them and behave well. Children are friendly towards visitors and eagerly tell them about their 'very tasty' lunch. They demonstrate their good listening skills as they repeat new words they have heard, such as 'ratatouille'. Children enjoy daily outdoor play. They have great fun as they practise their physical skills, when they climb, balance, jump and play chasing games.

Children are inquisitive, motivated learners. Babies explore a variety of musical instruments, enjoying the different sounds they make. They demonstrate curiosity and learn how to operate simple technology as they push, pull, lift or press parts on electronic toys. Children are gaining the skills and attitudes that they need in readiness for their eventual move on to school.

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

• The manager has devised a broad and balanced curriculum. It builds on children's knowledge over time and is linked to the learning needs, and current interests of the children who attend. Staff make regular observations and assessments of children's learning. All children make good progress from their starting points, including those with special educational needs and/or disabilities (SEND).
• Overall, staff promote children's communication and language skills well. Staff sing songs, read stories, introduce new words and help children to build on their sentences. Babies start to use words in context as they play, for example, they say, 'bang, bang' as they play with a drum. However, on occasions, some staff do not challenge children's thinking and communication skills as well as possible. For example, staff do not give children time to think and respond to questions before asking another or answering themselves and at times ask too many questions that only require a 'yes' or 'no' answer.
• The manager monitors children's progress closely. She responds promptly to any gaps in children's learning and ensures that children with SEND receive the support they need. She works closely with parents and other professionals to ensure early intervention is put in place to enable children to make the progress they are capable of.
• The manager and staff evaluate the quality of the nursery to identify strengths and areas for improvement. For instance, there are plans in place to develop the garden further to provide even more learning opportunities.
• The manager monitors staff performance through supervision and peer reviews. She provides ongoing support and training. However, the professional development opportunities for less-experienced staff to enhance their interactions with children are not as robust.
• Parents are very complimentary about the staff and the information they receive about their children's learning. They comment on the good progress their children make during their time in the nursery.
• Staff have high expectations for children's behaviour. They model good sharing, turn taking and calmly manage children's minor disagreements.
• Toddlers develop an awareness of mathematical concepts as they enjoy water play. They pour water to and from different vessels and recognise when they are empty and full. Older children learn to recognise numbers and match number to quantity.
• Babies are quickly soothed if they become upset or unsettled. They enjoy cuddles and comfort from kind, attentive, nurturing staff. Staff are very attuned to the babies' needs and attend to them promptly.
• Staff are happy in their roles and comment they feel well supported. They say that the management team prioritise and value staff mental health and well-being.

What the setting must and should do next

The provider should:

• support staff to strengthen their teaching techniques, so that they give children the time they need respond to questions and discussions to fully support their developing language and thinking skills
• provide more guidance and support for less-experienced staff on how to extend activities to further promote children's learning.