The Bee Hive Day Nursery

Inclusion: Strong standard

There is a highly inclusive approach in the nursery where all children are warmly welcomed, valued and supported in order to meet their individual needs. Leaders are passionate in their support for children with special educational needs and/or disabilities (SEND). Staff providing support for children with SEND are extremely caring and dedicated to ensuring these children are given every opportunity to thrive.

When children's needs are identified as requiring additional support, the nursery ensures appropriate partnership work with parents and outside agencies as required. Strategies and support plans are implemented, with ongoing support from leaders to ensure they are having the intended impact. This ensures children with SEND make progress in line with agreed targets.

Parents are highly complimentary of the impact the nursery provision has had on their children. They are particularly impressed with the child centred focus and the rapid development their children have made in language and social skills because of systemic teaching. They say that the impact of the culture for SEND children in the nursery has been transformative in the life of their children.

Curriculum and teaching: Expected standard

Leaders have worked hard to review and improve the curriculum following the previous inspection, ensuring that it is broad and balanced. The curriculum incorporates themes which develop children's understanding and appreciation of a range of cultures, promoting diversity and inclusion. Staff understand the curriculum progression and this knowledge is reflected in how they plan and deliver activities. Assessment is used effectively, to ensure all staff are aware of children's next steps. The daily experiences in the nursery are adapted to support individual children in achieving these next steps.

On the whole, staff are successful in extending children's knowledge and skills through their positive interactions. Staff model language and ask questions, although on occasion questioning is not as focused as it could be and language modelling is not always aspirational. Staff are alert to supporting children's mathematical knowledge appropriately in relation to their stage of development.

The curriculum supports children's personal, social and emotional development. For instance, staff plan activities with a particular emphasis on promoting sharing and turn taking skills. Children with special educational needs and/or disabilities have specific programmes of learning which are well implemented and ensure their good progress.

Achievement: Expected standard

Children benefit from focussed teaching which is broadly supporting their progress in all areas of learning. Children show that they are confident in interacting with staff and peers and are developing well in their communication and language skills. They confidently participate in group singing sessions with great enjoyment. Babies are keen to explore their environment and practice their walking skills. However, at times, a cluttered floor space prevents them from persevering with these skills for extended periods of time.

Children who need greater support in their learning benefit from this. This prepares them well for their next stage of learning. Parents share that children who have barriers to their learning, such as special educational needs and/or disabilities make rapid progress in their speech and language and social skills in this nursery, as a result of the interaction and teaching of staff.

Behaviour, attitudes and establishing routines: Expected standard

Staff have fostered very positive relationships with children and role model the positive behavioural expectations. They provide explicit teaching as to what good behaviours are and how to embody them. Children consistently demonstrate their understanding of these expectations throughout the nursery. They are calm and purposeful in their play and as a result, there are high levels of engagement and interaction which supports children's learning and development more widely.

Staff are mindful of the children's individual stages of development and their individual needs, meaning that their behaviour is appropriately supported, in accordance with their levels of understanding. Leaders promote good attendance in the nursery and support parents to understand why this is important and the impact that good attendance has on children's development.

Leaders evaluate the routines in place and make adaptations where needed. For instance, the transitional time for older children leading to lunchtime has recently been refined and improved. As a result, this period of the day runs smoothly and children understand what is expected, participate and enjoy this routine.

Children's welfare and wellbeing: Needs attention

Staff do not consistently ensure that children's welfare is always attended to with high levels of vigilance. For instance, staff are not swift in recognising when babies start to taste paint during their sensory exploration of a provided activity. Hazards in the outdoor area are not consistently spotted or moved out of the way quickly enough to avoid potential injury. That being said, effective deployment of staff does help to promote children's safety in the nursery.

Staff are caring and attentive, they establish warm, loving relationships with children. Staff recognise when children need emotional support, such as when babies check in with their key people for cuddles and reassurance. Staff help older children understand how to keep themselves healthy, such as by emphasising how to wash hands well and taking time to support children with this skill as part of the lunch routine. Children are encouraged to explore the outside area and benefit from the fresh air and exercise that the large space offers.

Routines are in place to ensure that babies benefit from naps, in readiness for further physical exploration in the outdoor area in the afternoon. Mealtimes are well organised and staff ensure that they maintain children's safety by sitting with children and facing them as they eat.

Leadership and governance: Expected standard

Leaders have worked hard to improve the setting following the previous inspection, including making the necessary improvements in the areas where actions were raised. Leaders are vigilant in assessing the ongoing provision for children who are disadvantaged and/or have special educational needs and/or disabilities. They tackle any barriers to their learning, including through the appropriate use of funding where relevant. Leaders also ensure that the nursery works in partnership with parents and outside agencies to ensure that there is a joined up and strategic approach to supporting the learning and happiness of the most vulnerable children.

Leaders are invested in the wellbeing and support of their staff team. They provide ongoing supervisions to review any support needed and also provide a wealth of ongoing training. Leaders continue to monitor the nursery's strengths and areas for development. Leaders have recently completed forest school training, which is a new element aiming to further develop the provision in the nursery. However, although leaders are quick to respond to risks identified within the nursery this is an area which requires some additional focus.