Queen Bee Nursery

What is it like to attend this early years setting?

Children are warmly welcomed into the setting. Staff respond warmly to the needs of babies and children, providing cuddles and reassurance when children are upset, for example. Children have access to a challenging and interesting curriculum that encourages them to explore different parts of the world, build their confidence and learn life skills. For example, children learn about the continent of Antarctica and the animals that live there. They name these animals and the noises they make.

Staff provide opportunities for children to explore early mathematical concepts. For example, children play a number-matching game using coloured card. Children have to find the right number and match it to one on the mat. Staff encourage children to do this independently. Children use their fingers and count out loud to further consolidate this understanding.

Children are polite and kind to each other. They behave very well and understand what is expected of them at all times. For example, children are reminded of following the 'golden rules'. Staff sensitively guide and support the children within the setting.

Children have access to an exciting outdoor space. There is a range of climbing equipment, bikes and cars. Children are encouraged to go outside in all weathers. Children participate in yoga, football and a range of other physical activities. They are motivated to be physical and active in their play.

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

• Leaders work hard to build positive relationships with parents. Parents speak favourably about the staff and the bonds they have formed with their children. There is a conscious effort to invite parents to be part of the 'nursery family'. For example, the nursery invites parents to a prom that celebrates all the children's achievements at the end of the year. Parents comment that communication is excellent and that their children have made rapid progress during their time at the nursery. The settling-in process is rigorous and tailored to the needs of each individual child.
• The leadership team is highly reflective about the nursery. Leaders understand the importance of developing different areas of the nursery to support the learning of the children. For example, staff supervisions highlight areas of training that could further strengthen and develop staff practice.
• Children who speak English as an additional language are well supported by staff, who are strong models of spoken English. Leaders are proactive in learning new words in children's home languages and use this as a way to help them to settle quickly, which promotes an inclusive environment for all the children.
• There is a large range of resources, signs and books to support this even further.
• Staff support children to develop good hygiene routines. Children are encouraged to wash their hands before meals and tidy their toys away when finished. Children's independence skills increase further as they move through the nursery. For example, they become more independent in their self-care, such as in toileting or blowing their own noses.
• Staff's interactions with children are consistently warm and supportive. Staff know their key children well and can talk about their progress and next steps in detail. Key workers plan focused activities with set goals for their children. These are well planned and thoughtful. For example, a member of staff reads a book about a pig. There is a small-world farm alongside this that further enhances children's learning. Children are encouraged to count, make the animal noises and listen to the sounds the different material make, such as 'crunching' and 'cracking'. Children are highly engaged and stay focused for extended periods of time.
• Leaders prioritise staff's well-being. They have a range of resources available to access if needed. The management team operates an open-door policy, which helps to build a strong team.
• Children with special educational needs and/or disabilities (SEND) are included in all activities and make good progress from their starting points. The management team is very knowledgeable and provides good support to the staff team.
• Mealtimes are social occasions. Children are engaged in conversation by the staff. However, on occasion, children are kept sitting for extended periods of time while waiting for their snack or meal. This can result in some disruptive behaviour. For example, children constantly try to get up and down from their chair while seated.

What the setting must and should do next

The provider should:

• reorganise the daily routines to reduce the time children are kept waiting during snack and mealtimes.