Bee Bright Day Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are excited to attend the setting and arrive happy and ready to start their day.

Young babies are provided with a warm and inviting environment where staff are caring and attentive to their needs. Children look to staff for comfort and reassurance when needed and enjoy social interactions with peers and staff alike. Children's language development is prioritised at the setting.

Staff sing and read to children throughout each day and they provide various learning opportunities to develop this further. For example, children join in with group singing, copying the actions and learning new words, in a fun environm...ent. Children develop good social skills, inviting their friends to join them and sharing resources well.

Children demonstrate their independence throughout the day as they get their own coats, hats and gloves on to go outdoors. Staff provide opportunities for children to prepare their own fruit and serve their own meals supporting them to make choices about the foods they eat. The youngest children at the setting are also encouraged to begin to develop their independence by feeding themselves.

When going outdoors, children demonstrate how they can find their own belongings and pull on their wellington boots. This is sequenced well throughout the setting, as children develop their physical skills and abilities.

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

Staff teach children about emotions and help them to understand their own feelings.

Children use this learning to share with staff how they are feeling each day or how a specific event makes them feel. Children grow in confidence as they begin to understand their own emotions and those of others.Mathematics is embedded throughout the provision.

Staff encourage children to count during their play. For example, when building towers children count as they add each brick. Furthermore, staff use mathematical language as children build, describing their buildings as big and tall.

Children learn new concepts and begin to experiment with size and measure.Children enjoy playing in small groups. However, staff have varying expectations of children.

When children do not follow instructions, staff are not consistent with their approach to managing this. Therefore, children struggle to understand what is expected of them at the setting.Children are given ample opportunities to develop their large and fine motor skills.

Outdoors, they enjoy balancing and negotiating space as they ride scooters and push-along cars. Children prepare their own snacks, cutting fruit and pouring their own drinks. Furthermore, staff provide playdough and other malleable activities to strengthen children's fine motor skills in preparation for future writing.

Children enjoy role playing with their peers. They pretend to look after the babies as they rock the toy dolls to sleep in their arms. Staff provide resources to support children's make-believe play and children demonstrate their high levels of engagement and abilities to lead their own learning.

Staff promote good relationships with parents. They provide daily updates using an online app and give face-to-face feedback at the end of each day. Furthermore, parents are provided with a summary of their children's progress each term that includes what children will be learning next and ideas about how this can be supported at home.

There are home-learning resources available, and books are shared regularly. This helps children to make good progress in their development.Children with special educational needs and/or disabilities are well-supported.

Staff monitor children's learning to identify any areas of development where children may need additional help. They work alongside parents and other professionals to provide a good level of ongoing support and children make good overall progress.The management team is reflective of staff practice and identifies strengths and weaknesses well.

The team provides support for staff when needed and ongoing training opportunities to strengthen staff's skills. However, there continues to be inconsistencies in staff's teaching and planning. For instance, some planned, adult-led activities are too advanced for the children in the group to understand.

Safeguarding

The arrangements for safeguarding are effective.There is an open and positive culture around safeguarding that puts children's interests first.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: support staff to give consistently clear messages so that children know and understand the expectations for their behaviour strengthen the support and training for staff to further develop the quality of their teaching and planning so that children receive consistently well-targeted learning experiences.