Clever Bees Nursery

Inclusion: Needs attention

There are some inconsistencies in practice and staff's knowledge. This has an impact on particular groups of children's experiences. For example, staff practice in the rooms for older children is intentional and builds on children's next steps. However, for other groups of children, this experience is not the same. While children are happy and content, staff do not consistently prioritise their learning to ensure that they achieve the best possible outcomes. Leaders do not monitor the quality of staff training on how to deliver individual plans for children with identified learning needs effectively. This does not ensure that practice is consistent and of a high quality. As a result, not all children are supported consistently.

Leaders identify children's needs within the nursery. They ensure that referrals are made in a timely manner and that all children have an individual learning plan, which is guided by other professionals. Leaders have adapted the environment appropriately to support children. For example, staff have developed a sensory circuit and a quiet space to provide children with additional sensory input when needed. This helps children to regulate their emotions and supports high levels of wellbeing.

Leaders work closely with external agencies to shape children's support in the nursery. For example, they welcome speech and language professionals to model effective practice and deliver sessions for children and staff. Leaders make use of additional funding to engage children in rhythm and rhyme activities, which support children's attention and listening skills. This is something that children take noticeable joy in.

Curriculum and teaching: Needs attention

The curriculum has not been designed to meet the needs of all children attending the nursery. For example, staff plan a range of learning opportunities for children, such as learning about different foods and planting. However, these do not meet all children's individual learning needs. Children enjoy playing with their peers, and staff mostly engage children well in different activities. Some staff demonstrate secure knowledge of their children's next steps in learning and how they can support them through their planning. Children enjoy making play dough and exploring sand, tipping and pouring while creating sandcastles. Children enjoy the sensory experience of this in between their fingers.

Leaders' ambitions for the curriculum are appropriate. For example, they have a focus on communication and language throughout the nursery. Leaders have considered how their environment meets the needs of children with special educational needs and/or disabilities (SEND). However, staff do not confidently implement strategies put in place to engage children with SEND to help them to progress within their learning. For example, staff do not respond to children who carry their favourite story around and help them to engage with familiar adults. The teaching of the curriculum is inconsistent across the different rooms of the nursery. It is not consistently tailored to children's individual needs to ensure that children achieve the high ambitions set by leaders.

Leaders and staff have implemented systems to assess children's development. However, leaders do not consistently ensure that staff teach the curriculum well. Staff do not use their knowledge of children's ages and stages of development consistently to influence their plans for children's learning.

Achievement: Needs attention

Children who face barriers to their learning and/or wellbeing do not benefit from consistent support to engage in activities and play, particularly in the room for toddlers. As a result, they do not always access learning opportunities that promote their development, and their progress is less secure than that of their peers. Overall, some children make some progress from their starting points, particularly in their personal, social and emotional development. They settle quickly into the nursery's routines, develop secure relationships with staff and peers and enjoy playing alongside their friends.

Older children engage well during group activities and show high levels of involvement during circle times, particularly when singing. Staff prioritise preparing children for the next stage of their learning, including their transition to school. They identify the skills children will need when they join Reception Year class. For example, children develop their hand-eye coordination, such as when making fruit kebabs. They receive encouragement to become increasingly independent through self-serving at mealtimes. However, because the quality of learning experiences is inconsistent across the nursery, not all children make the progress they are capable of in all areas of learning.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff encourage children to be kind and respectful towards others. For example, when children are reluctant to share, staff provide encouragement and praise them when they do so. Leaders promote the importance of positive attendance with families. They follow up when children do not attend. Staff help children to develop positive attitudes towards their learning. Children generally enjoy the activities available to them.

Staff understand the importance of routines and implement these throughout the day. Children build warm and trusting relationships with the staff who care for them. Quieter children confidently seek comfort when needed. Older children respond well to a more structured routine. They engage positively in small-group activities, where they listen carefully, follow instructions and participate enthusiastically. Children play collaboratively, sharing ideas and engaging in imaginative role play in the home corner. They confidently approach staff for support, for example by taking their favourite stories to share together.

Children generally behave well, and staff acknowledge their efforts through praise. This helps to promote positive relationships and their emotional wellbeing. Leaders and staff work effectively with external professionals to meet children's individual needs. For example, staff copy and respond to children as they begin to make noises to communicate. This helps to develop children's social interactions.

Children's welfare and wellbeing: Expected standard

Leaders have created a welcoming space for children. They enjoy playing with their peers and exploring the activities set out for them. For example, all children have daily access to outdoor environments and enjoy using the bicycles to ride around with their friends. Children receive support to attend to their personal care needs suitably. For example, staff encourage children to wash their hands before mealtimes and use mirrors to help wipe their noses when required.

Staff ensure that children have time to rest and recover. They promote children's learning about different foods and healthy eating. In the main, children with special educational needs and/or disabilities have secure attachments to the key staff who look after them. They demonstrate this by giving cuddles and leading them by the hand to things they want or need. Staff are attentive to babies, who develop secure attachments. Staff support babies to settle into the nursery with ease.

Older children enjoy looking after their dolls, washing them in the water and cleaning their toes with small sponges. Staff promote turn-taking throughout this activity and encourage the children to let their friends join in the activity. This supports all children to be able to have a go and join in with their friends. Staff promote safe sleeping. They have recently participated in training to refresh their knowledge regarding newly updated guidance.

Leadership and governance: Needs attention

Leaders and managers have not implemented sufficiently robust systems for supervision sessions, monitoring and observation. This does not ensure that staff consistently implement children's individual support plans. As a result, the quality of teaching varies across the nursery, and children do not consistently access the full curriculum that leaders intend. This has a particular impact on children with special educational needs and/or disabilities.

Leaders provide staff with professional development opportunities, including access to online training platforms. However, they do not consistently evaluate the impact of this training on staff's practice or children's learning and development. Consequently, leaders do not have a clear enough oversight of the nursery's areas for improvement or where further action is required.

Leaders work well with other professionals to ensure that referrals are made in a timely manner and that children receive regular support while at nursery. They have identified areas for development and actively seek guidance to improve practice. For example, the nursery works closely with speech and language therapists, who model circle-time sessions to develop staff's knowledge. Leaders also engage effectively with parents and carers. They provide opportunities for them to participate in nursery life through events such as Father's Day stay-and-play sessions and by inviting them to observe newly introduced rhythm and rhyme sessions. Staff report high levels of wellbeing and feel well supported by leaders and managers.