Bizzybeez Childcare Ltd

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement Children receive a warm welcome from staff, who help them to settle in and feel secure. Babies form close and loving bonds with staff.

They explore confidently and seek staff out when they need comfort and reassurance. Toddlers and pre-school children choose their activities. They enjoy creating with materials, such as shaping and making 'fossils' from dough and building models with construction sets.

Children behave well. Staff are positive role models, who help children learn good social skills. Babies cuddle and pat their friends, and older children help kindly when asked and play well with their friends.

Staf...f provide activities to support children's interests, including seasonal and topical experiences. For example, children plant seeds to learn about growth. However, the quality of staff's interactions with children is variable.

Not all staff encourage younger children's communication and language development well, including those whose first language is not English. They do not adapt group activities to meet the developmental needs of younger children. At such times, these children become disinterested and miss out on learning opportunities.

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

In the few months the setting has been operating, staff have designed a balanced curriculum to support children's development, including their next steps for learning. However, some of the activities are not developmentally appropriate for younger children, for example when staff encourage toddlers to join in alphabet activities and to count backwards from 10. At such times, these children lose interest and do not benefit from the learning experiences.

Staff join in children's play with enthusiasm. They build further on some children's learning, such as providing mathematical challenges for older children and new sensory experiences for babies. However, they do not support children whose home language is not English to understand the meaning of words to develop their communication and language.

For example, they explain to children how sunflower seeds grow and they provide them with verbal instructions to follow without any support to understand what the words mean. At such times, these children look confused, and the learning intention is not met for them.Children benefit from regular activities to encourage their physical development.

Babies climb on soft blocks and throw and chase balls. Children play in the garden where they can chase one another. Staff provide activities to help children develop their hand muscles in readiness for future handwriting skills.

Staff encourage all children to learn to carry out tasks for themselves to support their confidence and independence. For example, babies learn to feed themselves, and older children learn to change their shoes and manage their own personal hygiene.The special educational needs coordinator and staff understand their roles to monitor gaps in children's learning to ensure they seek external support when needed.

They use any additional funding for children in order to have the most impact on their learning.Staff have a good understanding of their safeguarding roles and responsibilities. They know the risks to children and use risk assessments to maintain a clean, safe and secure environment.

Staff plan activities, such as child safety week, to help children learn about keeping themselves safe.Staff keep parents informed about their children's progress and care routines. However, they do not gather all information about children's routines before they start to ensure they meet their bottle-feeding routines accurately.

Parents provide positive feedback regarding the provision. They appreciate the clean environments and how staff settle children in well.The provider follows robust vetting procedures to ensure staff are suitable to care for children.

She provides an induction to prepare staff for their roles and has started to introduce staff supervision. However, this is not sufficiently established to ensure all staff understand how to support all children's development and engagement in learning.

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 meet the requirements of the early years foundation stage, the provider must: Due date improve the curriculum and staff's interactions to support younger children's learning, including their communication and language development 15/07/2024 improve staff coaching and supervision to ensure all staff have the knowledge and skills to meet children's developmental needs.15/07/2024 To further improve the quality of the early years provision, the provider should: nimprove partnerships with parents to ensure staff are well informed regarding babies' bottle-feeding routines from the start.