The Hive Preschool and Early Years

Inclusion: Strong standard

Leaders ensure that children's individual needs, including those with special educational needs and/or disabilities, are identified very quickly. They act immediately to put in place necessary changes and to seek the support of wider professionals. This means that children receive the right support that they need to thrive straight away. Leaders consistently think about potential barriers to learning. They support families with issues such as potty training and sleep to reduce any impact on learning. Leaders ensure that all children are able to access adventurous experiences, such as bicycle riding. They make effective use of additional funding. They closely match their spending to the things that will make the biggest difference for children. For instance, they provide cookery sessions to help children explore food.

Leaders constantly review and adapt their approach. Staff benefit from comprehensive training in order to meet children's needs. For example, leaders noticed high levels of communication need. They quickly provided extensive training in specialist methods. Staff used their learning immediately. This resulted in considerable progress for children with speech and language needs. Leaders have a very clear oversight of children known to social care or who are disadvantaged. They work consistently to support all elements of their progress and development. They provide high levels of assistance for families. For instance, they provide food, help with paperwork and visit children at home where needed.

Curriculum and teaching: Expected standard

Leaders have developed a clear and cohesive curriculum which is well understood by staff. Leaders continually adapt the provision to ensure that they can best meet the needs of the children that attend at the time. Children's physical development is prioritised by leaders and children develop rapidly. For example, they balance on one leg and learn to ride bicycles in weekly cycling sessions. Mathematical work is carefully woven through the curriculum. For instance, staff help children to count their fingers and compare the length of play-dough worms. Children develop a clear concept of time with the use of 'now and next' boards.

Staff develop children's understanding of their emotions. They name and acknowledge how they feel and teach them methods to calm themselves, such as deep breathing. This helps children to identify what they are feeling. Teaching is carefully adapted by staff to ensure that children's needs are well met. For example, children can watch activities before joining in themselves. Each child's small steps of progress are acknowledged and celebrated. Where practice is best, children's communication skills develop rapidly and staff skilfully move their learning forward. However, a large number of staff are new and not all interactions are of a consistently high quality. This occasionally impacts on the progress children make in their learning.

Achievement: Expected standard

Children make clear, consistent progress across the setting. Children grow in confidence as they try new things and take risks. For instance, during a cycling session, children try bigger bikes. They persevere through challenges to achieve their goals. They become increasingly independent as they are encouraged to meet their own needs, such as by pouring their own water at lunch time. They clear away their plates and cups when they have finished.

Children share their thoughts and ideas enthusiastically with staff. For example, they share their experiences with different transport types. Children develop their social skills as they work with others in group activities, such as making marks with vehicles and paint. Children are well prepared for their next steps, including for the transition to school. They try on uniforms and enjoy looking at books about their future schools and the teachers that they will have.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff have ensured that effective routines are well embedded. These have stayed in place despite the recent change of location. These clear routines and expectations help children to know what to expect and makes them feel safe. Children behave well. When needed, staff are swift to identify when children need reminders, such as to walk inside. Leaders and staff have developed an atmosphere of kindness. Staff model manners and courtesy and children mirror this. For example, they thank each other when taking turns with cars. Staff build effective relationships with children. These close bonds help children to feel secure, so they can explore their learning with interest. They adapt routines and expectations to ensure that all children are appropriately included. Children enjoy their learning. If upset, children are swiftly supported by staff, who know them well and understand them. They use this knowledge to comfort them in a way that works for them, such as by stroking their heads.

Leaders work closely with families to ensure that regular attendance is encouraged and supported. For instance, they change sessions to support families' changing needs. At times, the noise level becomes too high, as staff do not make full use of the spaces available to them. This is unsettling for some children. In addition, staff cannot engage in meaningful conversation as they cannot hear the children.

Children's welfare and wellbeing: Expected standard

Children are safe and happy in this setting. Staff care deeply about each individual child and meet their care needs swiftly. They know each child well and adapt care routines to meet children's individual needs. For example, they support children to join some mealtimes as they start to develop a more positive relationship with food.

Children learn about healthy actions and routines. For instance, they sing songs about washing and sleeping. This helps them to understand how to keep themselves healthy. They learn how to meet their basic needs, such as copying staff who model how to brush their hair and teeth. Children also learn about healthy diets. For example, children explain that cheese gives us calcium and discuss what makes a healthy lunch box. Leaders work with families to help them develop an understanding of infant nutrition. Leaders provide a wide selection of healthy snacks. This encourages children to try a range of new fruit and vegetables. Children learn about their own emotions and share their feelings openly. For instance, they say when they need to take a break as they are feeling tired.

Leadership and governance: Strong standard

Leaders have managed the recent change of location very effectively. Their system of embedded routines has helped the children to settle quickly in their new environment. Leaders have a very clear understanding of the setting's strengths and areas for development. They use this knowledge to effect rapid change. For instance, leaders have recently developed a new behaviour management approach. This is quickly building staff practice and confidence.

Leaders have embedded a clear culture of continuous improvement. Leaders undertake regular specialist training, such as in trauma informed practice. They, and staff, readily accept feedback and seek to develop their skills. Staff value the consistent access to training and development that they receive. For example, they have recently asked for training in Makaton and leaders have arranged this. Apprentices feel that they are very well supported. Leaders also use peer training to support new staff to develop their skills, although some staff are too new for this to have yet had an impact. Staff are passionate about making a difference for the children. They all enjoy their roles and value their place in the setting, which they describe as having a family feel.

Parents all report how happy they are with the setting. They note the considerable impact that they feel the setting has made in their children's lives. They value the high level of support that they receive from leaders. Many parents choose to bring younger siblings to the setting after positive previous experiences. Leaders consistently build effective working relationships with all parents. Their engagement with all families ensures that children are extremely well supported.