The Little Bumblebee Limited

Inclusion: Expected standard

Leaders make informed decisions about how best to spend additional funding that children are in receipt of, to support their next steps and progress. For example, by providing extra resources and one-to-one support. Parents are involved in these decisions. Leaders carefully monitor and review the impact of additional funding. Parents comment on how well the setting identifies and helps their children to receive the additional support they need. Parents have a good understanding of how targeted support plans are helping their children to progress in their development.

Staff receive help from leaders to support all children, particularly those who are disadvantaged, those with special educational needs and/or disabilities and those who face barriers to their learning and/or wellbeing. Appropriate and timely referrals to other agencies are made, when needed, including the local authority. Leaders work in partnership with parents and other professionals to secure support and interventions for children, as required. There are a range of training and support to extend staff's knowledge and expertise so they can best support children with gaps in their learning and development.

Curriculum and teaching: Expected standard

Leaders have designed a curriculum that is ambitious for all children. Generally, staff understand the curriculum and how to teach this. Staff organise the environment so that children are motivated to engage in the learning opportunities available. They provide a range of exploratory activities that interest children and contribute to the development of their skills across all areas of learning. For example, as babies explore the feel and textures of mixing oats with paints, staff provide them with praise and encouragement. This inspires the babies to repeat the activity and develop a positive sense of themselves.

Staff use effective ongoing assessment to understand the differing developmental needs of children and adapt their planning and teaching so that all children are included. There is an abundance of opportunities for children to develop their communication and language skills, as staff constantly interact with children and help them to learn new language. Babies take part in a range of activities, where they learn about different sounds and movement. They copy actions and learn to be sociable with other babies in the group. Staff accurately identify what stage children are at in their development and set suitable learning targets for them to continue making progress.

On occasion, there are, however, some inconsistencies in staff teaching across the nursery. Some staff, especially those who are relatively new to their roles, do not always demonstrate a thorough understanding of how to implement the curriculum effectively. For example, there are times when staff do not identify or seize opportunities to extend children's learning. Leaders understand these inconsistencies and are beginning to address them through professional development and further support for staff.

Achievement: Expected standard

Generally, children achieve well from their starting points. Gaps in all children's learning are closing consistently, particularly for children with special educational needs and/or disabilities. All children gain skills that will prepare them for their move on to school. They develop their motor skills effectively, building their strength and coordination, hanging, swinging and sliding on the climbing equipment. They practise using tools to mix materials and make marks with crayons and paints, showing increasing control and dexterity. Babies excitedly toddle about, inspired by the stimulating environment and grin broadly, eager to play with staff.

Typically, children learn to express themselves and develop their communication and language well, particularly children that speak English as an additional language. Children of all ages develop their listening and attention skills effectively. They are interested and engage in the focused group activities that staff provide. Pre-school age children develop their conversation skills chatting with staff. They learn to recognise letters of their names and enjoy selecting and looking at books independently, developing their literacy skills. This prepares them for the next stage in their learning.

Behaviour, attitudes and establishing routines: Expected standard

All staff get to know the children very well and show genuine care for them. The nursery's key-person system is well established and there are strong relationships between the staff and children. Staff liaise closely with parents to help support the children, including to facilitate their attendance at the nursery. Staff patiently offer clear explanations to help children understand boundaries in place for their safety and to interact appropriately with others. Staff lead the nursery routines typically well to support children's cooperation, to help them follow these with increasing independence and to develop their sense of responsibility. For example, children learn the habit of brushing their teeth regularly and use their toothbrushes to get rid of 'the toothbugs'.

Staff encourage children to have positive attitudes to learning and achieving. They ask questions in a way that encourages older children to develop their thinking and their approach to challenges. Staff play alongside children, modelling techniques to inspire children's exploration and build their confidence to 'have a go'. Staff set up the environment well to inspire babies and children to investigate different materials and test out their ideas, such as balancing and building towers with number bricks, to see how high they can go before they fall.

Children's welfare and wellbeing: Expected standard

Staff sensitively support new children to settle. They build strong bonds with them and follow children's needs and interests to keep them happy at the nursery. Staff attentively support children to recognise and manage their emotions, and build their emotional wellbeing. Staff are considerate in their support for children's care. They thoughtfully sing to babies as they have their nappies changed and respectfully offer them a suitable level of privacy in the corner of the room. Children's key persons liaise with parents to follow all children's home routines and arrangements very closely, conscientiously making sure children's toileting and sleep routines are consistently followed and their dietary requirements met.

Staff encourage healthy lifestyles, children enjoy the healthy meals provided and eat well. They enjoy playing outside in the garden and learn to take care on the equipment, beginning to understand risks. Staff are attentive to children's physical wellbeing, making sure they are comfortable and warm outside. They notice when children need reassurance or are tired and support them quickly. Staff implement the daily routines typically well to support children's involvement and learning. However, the setting has not yet created opportunities for both the children and their families to be fully conversant with Internet safety.

Leadership and governance: Expected standard

Leaders show commitment and great enthusiasm for leading practice at the nursery. Staff share a wealth of information with parents to help them work collaboratively to support children's needs. Parents very much value the daily chats and regular meetings to keep them up to date on all that their children are doing. Partnerships with other settings that children attend and outside professionals are valued and fostered, focusing on offering joined-up working to consistently meet the needs of each child.

Leaders are mindful to support staff's wellbeing. Staff show dedication to the work that they do at the nursery, and that they really care about the children. Leaders meet regularly as a team to evaluate their effectiveness and outline areas for improvement. They supervise and support the practice of the team, helping staff undertake qualifications and a range of suitable training. Typically, leaders work promptly to help staff develop their skills, especially to ensure their effective safeguarding knowledge and practice. Leaders have identified the need for further professional learning for some staff and have formulated a plan for improvement to help the children make even better progress.