Busy Bees Day Nursery at Bristol, Emersons Green

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children's key persons outline suitable next steps in their learning to help children progress their skills and to close any gaps in their development. They plan experiences linked to children's interests and work with the rest of the staff team to form their curriculum for each age group. The set-up of the different age groups has recently been changed, particularly for the two-year-olds, and the smaller groups help support a calm atmosphere.

Children's social and emotional development and communication skills develop well. Young babies build good bonds with staff. Staff get down to their level and wave to them in the mirror, ...and babies smile and wave back.

Staff use suitably simplified speech and repetition to help babies pick up on and learn new words. Older babies happily snuggle with staff to share a story. Staff sing to them regularly through the day.

Babies listen and excitedly follow along with actions, rocking to 'row the boat'. Staff working with the 'rising three's' patiently teach children to use their words to communicate with their friends as they take turns in a game. Children with special educational needs and/or disabilities are sensitively supported to begin to interact and learn the value of play with others.

Pre-school children confidently communicate and staff give them time to think and take turns in conversation. Children discuss plans for their creations, and which hat they will wear outside for the cold weather.

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

Staff are caring and sensitively support children.

Babies enjoy a cuddle when they wake from their nap. Staff ensure that babies have a drink to keep them hydrated and that their nappies are changed, ensuring they are comfortable and happy. Staff patiently support two-year-olds with their toilet training.

They help pre-school children learn to lead their own self-care, offering them useful reminders and encouragement.Children enjoy staff's company. They develop beneficial relationships with them, respectfully listening to them and developing positive attitudes to challenges.

Staff in the toddler room skilfully help young children persevere to hang baubles on a little Christmas tree. Toddlers are fascinated with this, and with staff's very patient encouragement they keep trying and proudly grin when they manage to hang one. Staff inspire pre-school children with stimulating activities, and children investigate cutting herbs for their 'potions', working hard to master using scissors to achieve their desired effect.

However, some staff are not as successful at engaging all the children at group times. Additionally, sometimes, groups of children are moved between activities and their learning is interrupted.Children have good opportunities to develop their independence and sense of responsibility.

Toddlers pour their drinks and older babies learn to use cutlery appropriately. Older children work hard to put their coats and shoes on by themselves. They conscientiously scrape their plates after lunch and staff help them pay attention to details, helping them to remember where the items go.

However, staff do not always have a consistent approach during all routines of the day, such as helping older children easily follow nap time routines and encouraging younger babies' skills with self-feeding.Children make progress in their physical development and confidence. Babies have plenty of space and the freedom to explore; they crawl and toddle about practising their growing skills.

Older children run and negotiate tunnels as they play hiding games with their friends outside. Toddlers build their hand strength through exploring dough and building with blocks. Pre-school children use pens and crayons to make marks and start to draw and represent items, developing useful dexterity in readiness for early writing.

Parents are positive about the nursery. They say staff are caring and adapt arrangements to support children's needs. Staff share information with parents regularly about children's care and learning needs and keep them well informed.

However, staff have not built links with other settings children attend, to help provide a consistent approach to the support children receive.Leaders support the staff team closely. They ensure staff are deployed appropriately, and that the more experienced and qualified staff work alongside apprentices and those unqualified.

Staff have lots of training available to them through the company. There have been a number of staff changes since the last inspection. Leaders already have plans in place to support staff's teaching and practice to higher levels.

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: help staff engage children more consistently during adult-led activities and routines, building their skills as much as possible build links with other settings children attend to ensure a consistent approach to the support children receive continue to support staff's skills, increasing teaching and practice to higher levels.