Gee's Little Bee's

Inclusion: Expected standard

Leaders and practitioners understand child development and special educational needs and/or disabilities (SEND). They understand key milestones, such as babies starting to walk. Staff use this knowledge to plan targeted small steps. Leaders and staff then look for early signs of need; to track and put small, achievable steps in place. As a result, children receive quick support and steadily close gaps in their learning. Staff expectations are typically clear across the setting. They help children who have communication differences to join in. Staff use choices, gestures, and high-interest items to support children's communication. This helps children to communicate their needs clearly and take part in activities alongside their peers. Disadvantaged children often receive the right resources, helpful changes to their environment, and enough support to lower barriers. Staff also understand the emotional difficulties that these children face, and provide tailored care. When these are in place, they have a positive impact on children's wellbeing and learning. They allow children to feel emotionally secure and ready to learn. On the whole, needs are met in the setting. However, staff do not use all approaches consistently across the setting. Consequently, some children do not always get the individual support they need. This slows their progress and engagement with their learning. Leaders demonstrate an understanding of the different funding options. Leaders explore ways to use funding to support disadvantaged children. However, staff need to tailor provision more precisely to build on these children's unique skills and interests. Leaders work with external professionals to support children in nursery and at home. Families regularly review their child's attendance, progress, and achievements. This joined-up approach ensures children receive swift support, helping them build confidence and make typical progress.

Curriculum and teaching: Expected standard

Leaders have an accurate understanding of their current curriculum, and they plan to strengthen this further. The curriculum builds on what children learn as they move between rooms. It generally enables children to take part in learning activities. Leaders plan ongoing improvements so that all children can access ambitious goals. Leaders deliberately use books to develop children's communication skills. This is evident through a love of reading in every room. Children show a keen interest in stories and grow their vocabulary. For example, children of various ages choose books to read with adults. They pay close attention and join in with familiar phrases. Leaders manage internal transitions and prepare children well for school. Learning is structured carefully across all age groups. They have worked closely with professionals to develop this plan. For example, staff build physical skills from babyhood upwards. Babies build core strength and gross motor skills. Older children build fine-motor skills to hold pencils and scissors. Some adaptations help children at various stages grow skills that suit them. Staff use targeted resources, a calming area, sensory equipment, and tailored emotional support. They also enhance adult-led learning with tools, such as sensory bottles, to enrich the story. However, staff do not consistently adapt the curriculum across all activities. As a result, some children cannot fully engage or access every learning task.

Achievement: Expected standard

Children make progress and achieve well across all areas of learning. They show a deep enjoyment of books. They participate in daily songs, rhymes and storytelling. This helps build their confidence in communication and vocabulary skills. Due to thoughtful mapping, their learning is matched to their individual stages of development. Children typically access learning at a level that is right for them. This allows children, specifically those who are vulnerable, to make steady progress and reach their developmental milestones.

Children build on their knowledge as they transition throughout the setting. This continuous learning journey fosters independence and confidence. It also nurtures a love of learning. Children are proud to share their achievements with staff members, and show a real passion for learning. They have a deep love of reading in this setting. Children also understand counting, recognise numbers, and can form them well.

Children often leave the setting more independent and ready for school. They can use and hold a range of equipment, eat by themselves and pour their own drinks. Alongside this, children learn to manage their own safety, such as wearing hats in hot weather.

Behaviour, attitudes and establishing routines: Strong standard

Leaders have created a culture based on harmony and respect, that is visible throughout the setting. Every room sets high expectations. It starts in the baby room, where the youngest children learn to listen and grasp early boundaries. These expectations are then followed throughout the setting. Staff model positive behaviours in their daily interactions. They show how deeply they value the children. Children learn to manage their emotions well, when supported by resources and the care of the practitioners. This allows them to show their best possible behaviours. Embedded routines are smooth across the setting. Children grasp the rules at a level that suits their development. For example, they show good manners during snack and mealtimes and understand the setting rules. Children happily practise sharing with their peers, saying 'please' and 'thank you'. They also share with staff when they have made positive choices. Children explain how happy it makes them feel. In every room, staff set boundaries and expectations that are clear and consistent. Consequently, children consistently show a positive attitude towards each other. Babies joyfully engage in sensory dances. In the two-year group, children love to share their news. In pre-school, children are eager to show their name-writing to different adults. This stable environment helps children to feel confident about learning. As a result, children develop a genuine love of learning. Leaders have a clear understanding of attendance and its vital importance in preparing children for school. Staff develop positive relationships with families. They work closely with families to anticipate any barriers to attendance. Leaders have procedures in place to support the family and child. As a result, children attend regularly and make the most of learning opportunities.

Children's welfare and wellbeing: Expected standard

Leaders, staff and parents work together to create a warm and safe space where children thrive. Typically, staff show knowledge of their key children, in addition to the other children in the setting. They are responsive to each child's needs, ensuring clear communication between home and the setting. The children learn that they are valued, understood, and seen as individuals, and that their welfare is generally understood by caregivers around them. To extend their sense of belonging, children regularly explore the local community. They visit care homes, use public transport, and welcome local visitors in to the setting.

Hygiene and care practices are generally carried out well throughout the setting. Leaders have identified actions to ensure that food-play activities do not pose a risk. Staff teach children how to wash their hands and how to stay safe in the sun. Children gain an understanding of how to keep themselves safe, such as wearing hats and sun cream.

Staff promote a healthy diet by providing freshly cooked 'child-safe' meals, alongside a range of healthy snacks and milk. During mealtimes, staff prompt discussions with children about healthy choices and discuss their likes and dislikes. On the whole, children become independent in managing their own needs.

Overall, children enter the setting happily each day. They demonstrate a clear fondness for the staff and the setting. Many families return with their younger children after older siblings leave, showing a continued trust in the care provided by the staff.

Leadership and governance: Expected standard

Leaders maintain a clear vision for the setting, firmly rooted in an ethos that prioritises a welcoming and 'family feel'. Staff, parents and visitors feel a sense of community. This creates a supportive atmosphere throughout the setting. Thorough recruitment and induction processes ensure that new staff understand the setting's ethos and children's unique needs from the start. This allows them to promote core values effectively. Staff feel deeply supported, appreciated, and valued by their leaders. Leaders maintain an open-door policy, meaning that help is always available when needed. They provide regular training and encourage discussions to help staff shape their own skills. This positive regard for staff is evident in the warm interactions they have with children, which nurtures positive relationships. Leaders show a clear commitment to engaging parents. This dedication reaches staff members, and keeps families engaged with parents' evenings, fun activities, and thoughtful transition planning. Parents' involvement makes them important partners in their child's education. It strengthens the connection between home and nursery. Resources and learning tools are usually managed well in the different rooms. This creates a positive and enriching environment for most children. Leaders recognise the need to improve practice, and they aim to sharpen oversight on risk assessments. Leaders plan to develop their curriculum to prepare children for school. However, they now need to ensure their curriculum is fully adapted to embed inclusive practice. Leaders also understand how effective collaboration with professionals enhances the setting. Staff work with experts to provide support for children in both the nursery and at home. This gives children a secure start for school, and builds a solid foundation for their next steps.