The Beehive Day Nursery Ltd

What is it like to attend this early years setting?

Children keenly participate in nursery life and thrive in the warm and welcoming environment. They engage in a broad curriculum, leading their own play and immersing themselves in focused learning. Young children show curiosity, for example, when using a range of tools to make marks. Children build on their previous early writing skills, using pumps and pipettes to dispense paint. They persevere when dispensing becomes tricky, following staff's actions and instructions to use the pipette with confidence.

There are good opportunities for children to be active and learn the importance of healthy lifestyles. For example, children enjoy mindfulness as they follow different yoga stretches and move in different ways as they swirl ribbons. Children thoroughly enjoy their time in the meadow, such as taking turns to pull each other up the mound in the trailer. Older children listen well to a familiar story, acting out the different ways to hunt the bear.

Young children and babies enjoy small-group times that help them to develop their social skills, to hear spoken language and to develop their understanding. For example, babies enjoy the song basket, selecting a toy from the basket. Staff sing and sign familiar songs, encouraging babies to become familiar with vocabulary and the rhythm of words. Babies listen attentively and respond with a happy smile. They follow instructions well, returning their chosen toy to the basket when asked. They respond to their names when sharing a book and lift the flap. Staff commentate well, introducing new names and sounds for the vehicles for children to repeat.

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

• Staff gather a wealth of information, including that obtained from parents when children start, to design a well-balanced curriculum. They carefully consider children's interests and learning styles. They assess children's progress well and quickly identify where children may require extra support. This is particularly evident in the individualised planning to support children's speech and language skills. Staff show patience and know what will entice children to learn. For example, children keenly engage in a fishing game designed to help them learn new vocabulary and to explore sounds. Children also excitedly use the torch to find objects and pictures around the room to consolidate their new learning.
• Children behave well, are polite and well mannered. Staff use varied approaches to manage children's behaviour and know which will work best for individual children. Young children engage in turn-taking games to help prepare them for their move to the pre-school room. They listen and follow instructions well, understanding the rules. They are attentive and watch where their friends place cards, ready for their turn. Children count how many more animals they need to complete their card successfully. They learn to be good winners and losers and understand that next time there may be a different outcome.
• There is a strong partnership with parents. Parents receive valuable information about their children's day and their learning. Staff are helpful and provide ideas to support learning at home. There are many events for them to engage with parents, such as the recent WOW day celebrating the Olympics and a Diwali walk. Parents comment favourably on the leadership and management team, who they feel are visible and responsive to their views.
• Staff are respectful when conducting intimate care routines. They ask young children and babies before changing nappies or wiping noses so they feel safe and valued. Children form incredibly strong bonds with caring and enthusiastic staff. They receive cuddles when they are tired, and staff comfort them when they awake from their nap. Staff meet children's individual care needs successfully.
• All staff understand their responsibilities to keep children safe. They implement robust policies and procedures. For example, they closely monitor children's attendance and promptly address any concerns arising, offering support or signposting to other agencies. Staff keep children safe when walking to the meadow and help them understand the expectations that keep them safe, such as regular headcounts, sun safety and wearing high-visibility jackets.
• The provider empowers staff to develop their professional skills. There are regular staff meetings to discuss new methodologies and approaches to how children learn. The provider monitors the effectiveness of the curriculum and children's progress. They identify relevant training, for example to deliver the mathematics element of the curriculum more consistently. As yet, the provider has not fully embedded arrangements to ensure consistency in the quality of teaching and interactions throughout the nursery. For example, some staff do not always help children to think critically and solve problems for themselves.

What the setting must and should do next

The provider should:

• embed systems to raise the quality of teaching and interactions to a consistently high level to challenge children further.