The Bees Knees Day Nursery

What is it like to attend this early years setting?

Children are excited to arrive at the nursery. They rush to greet staff and managers before engaging in the many stimulating activities that staff plan. A highly effective key-person system means that children feel settled and secure in the care of the nurturing staff. Babies, in particular, form exceptionally close bonds with staff. They gaze into their faces and giggle and smile, and are soothed by their reassuring presence.

Staff across all rooms make good use of structured group sessions to support children's development. Children in the pre-school room use these sessions to explore the setting's rules and why they are in place. This supports them to develop a good understanding of appropriate behaviour and the need to cooperate with one another during play. Toddlers delight at the energetic song sessions that staff enthusiastically deliver. Staff use them as an opportunity to model new words and extend children's vocabulary.

Children with special educational needs and/or disabilities are well supported across all rooms. The dedicated special educational needs coordinator works closely with individual children and their key staff. She uses additional funding appropriately to provide targeted learning opportunities and high-quality one-to-one care. This supports all children who attend the nursery to make good progress from their starting points.

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

• Transitions through the nursery are well supported. Children spend increasing amounts of time in their new environment. This allows them to become familiar with the new routines before moving permanently. Key staff share vital information about children's interests and learning needs. This supports children to settle swiftly and continue to make good progress.
• Language development is well promoted across all rooms. Babies enjoy focused time with staff, who explore activities with them and model new words and sounds. For example, babies mimic the animal noises that staff make during a farm activity. Toddlers and pre-school children enjoy regular group discussions throughout the day. Staff in the pre-school room use these sessions particularly well. Children explore the initial letters and sounds of various objects in the environment. This supports their early literacy skills in preparation for school.
• Children of all ages are encouraged to be independent in age-appropriate ways. Young babies find their shoes before going outdoors, while staff encourage their older friends to put them on their feet. Toddlers pour their own drinks at snack time and confidently use cutlery to eat meals. Children in the pre-school room prepare their own snacks and clear away the plates and cups after meals. This ensures that all children are well prepared for their next stage of learning.
• Morale is high in this well-established staff team. Managers place a sharp focus on supporting staff development and well-being. Staff discuss how managers encourage them to follow their learning interests and support their professional development well. Managers conduct regular appraisals and supervisions with all staff to monitor their well-being and identify training opportunities. However, the same high-quality evaluation is not being used across all rooms. Staff in the toddler room are not routinely supported to identify areas to improve their practice.
• Relationships between staff and parents are strong. Parents are complimentary about managers and staff and the care and teaching they provide. Those with older children who previously attended the nursery, commented on how well prepared children were for school. Parents discuss the high-quality methods of communication that leaders implement. They deeply appreciate the consideration that staff have for their views and how they incorporate these into children's care and learning.
• Children are confident learners, who have a positive attitude to their learning. Staff encourage this by providing activities that are suitably challenging, and adapt them well to meet the needs of all children. For example, children in the pre-school room create 'cakes' with modelling dough and buttons. Staff encourage children to 'squeeze' and 'roll' the dough. This develops their vocabulary and fine motor skills. The most-able children are encouraged to count the buttons and sort them into size and colour.

What the setting must and should do next

The provider should:

• enhance the current methods of coaching and mentoring to ensure that leaders in the toddler room evaluate staff practice effectively, to support them to raise the quality of teaching to a consistently high standard.