Honeybees Day care

Inclusion: Expected standard

Typically, leaders and staff have created an inclusive culture for children, including those with special educational needs and/or disabilities and those who may face other barriers to their learning and/or wellbeing. Leaders demonstrate a clear understanding of how to assess children regularly to identify their stage of development and plan purposeful learning experiences that meet their needs. However, leaders do not always consider how best to support children who are learning English as an additional language. Staff do not consistently use strategies to help children with little or no English to understand and fully participate. For example, during snack time, staff do not fully support them to understand what is being requested of them. Using children's home languages more consistently would strengthen their understanding, engagement and feel a sense of emotional security.

Leaders are committed to developing their own knowledge and skills for all children. They recognise the importance of strengthening their own knowledge and skills. Leaders have recently completed a speech and language development assessment toolkit training. This enables them to assess even more precisely where children are developing in their speech, language and communication. As a result, this ensures that children receive even more, timely targeted support, enabling them to progress well in their communication and language.

Curriculum and teaching: Expected standard

Typically, leaders and staff have designed and implemented a well-sequenced curriculum for children, including those who face other barriers to their learning. They recognise that children develop at their own pace and consider each child's age and stage of development when planning their next steps. However, these next steps are not shared consistently with parents and carers, in order to extend and reinforce learning at home.

Staff take time to understand children's interests and use these to plan purposeful learning experiences. For example, children develop body strength as they hold onto push-along toys and have a go at walking. Staff gently encourage them for their efforts and model how to grasp onto a push-along toy to move themselves forward. Children also learn to develop muscles in the hands and hand-eye coordination as they carefully stack small foam blocks to build towers. As a result, children gain confidence and develop control over both large and small movements.

Children develop early number skills through songs, rhymes and musical play. Staff model numbers in the correct order as children press buttons on musical instruments, counting '1, 2, 3'. As a result, children become familiar with number names and begin to understand that numbers follow a sequence.

Achievement: Expected standard

Children typically gain the necessary knowledge and skills that are age and stage appropriate for their future learning and make steady progress. For example, they build confidence in walking as they hold onto push-along toys strengthening their leg muscles and developing independent walking. Children also develop their fine motor skills as they press buttons on musical toys and handle instruments. They begin to follow a steady beat as they are shown how to tap on a drum and hear numbers in order. Children begin to compare size, such as big and small, showing enjoyment for learning and developing their early mathematical skills.

Children learn to play alongside their friends and quickly become familiar with setting's routines. For example, at mealtimes, children develop independence by holding a fork, grasping a beaker with both hands and drinking water without help. They also begin to recognise colours, such as green and blue, as they carefully stack coloured foam blocks.

Behaviour, attitudes and establishing routines: Expected standard

Typically, children form warm, nurturing relationships with all leaders and staff and develop secure bonds with their key persons. Children build positive relationships with their peers and happily play alongside them, such as when feeding dolls together in the home corner. Staff generally model positive behaviour and provide clear guidance. For example, when children run indoors, staff calmly remind them to use 'walking feet'. This helps children to understand expectations and learn how to keep themselves and others safe.

Staff engage in fun games and activities with children. They respond kindly through their interactions as they encourage them to roll a ball. Children show they are happy as they listen and run after the ball. Staff repeat 'rolling, rolling'. This repetition supports children to hear new vocabulary, strengthening their early language development.

Leaders monitor children's attendance closely and use an online communication tool to maintain regular contact with parents and carers. They work closely with parents to identify planned absences, including holidays, and promptly follow up any unexplained or irregular attendance. This helps children to develop positive attitudes to their learning and readiness for school.

Children's welfare and wellbeing: Expected standard

Typically, leaders and staff provide a nurturing environment for children, including those who face other barriers to their learning, in which they are able to learn, develop and thrive. They are highly kind and caring and give each child focused attention. Staff take time to get to know children's individual sleep routines and follow safer sleeping practices. As a result, children form secure relationships and feel safe and well settled.

Leaders and staff recognise how using additional funding on children's individual needs helps them to build on their knowledge and skills. For example, during circle time, they use books and visual cards that reflect different emotions to help children with their emotional development and self-regulation. As a result, children develop their personal, social and emotional development.

Leaders are reflective about the quality of care they provide for children. They recognise and ensure that they understand the importance of maintaining clean and hygienic food preparation areas to help protect children's health. Leaders provide healthy snacks, such fruits, and drinks of water. However, although leaders recognise the importance of healthy eating, they have not yet embedded the consistent use of early years foundation stage nutrition guidance so that all children benefit from consistently healthy, balanced and nutritious food choices. Developing this further will help them to plan and prepare meals that are consistently nutritional.

Leadership and governance: Expected standard

Typically, leaders have embedded the statutory requirements of the early years foundation stage effectively. They recognise that children develop at their own pace and provide a sequence curriculum that is matched to each child's individual development needs.

Leaders consider staff's wellbeing and workload. They hold regular supervision meetings, giving staff opportunities to discuss their wellbeing openly. Staff reflect upon how the regular check-ins by leaders make them feel well supported and report that they are happy in their roles. As a result, staff are fully supported in their workload and wellbeing.

Leaders work closely with other agencies, such as the local authority, to seek advice about individual children and their own professional development. For example, leaders have completed speech and language development assessment toolkit training, strengthening their ability to assess children's speech, language and communication needs more precisely.

Parent partnership is effective. Parents report that they are happy with the setting and feel that their children are well cared for. They also feel leaders and staff are nurturing, enabling their children to settle into this inclusive setting. However, leaders have not yet consistently strengthened how they gather information about children during admission to the setting. Doing this consistently will help leaders and staff to understand children's individual needs even more and support a smooth transition from home into the setting.