Busy Bees Day Nursery at Brough

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children receive a warm welcome from a dedicated and friendly staff team. They are happy and excited to be at this setting.

There are positive and respectful relationships between staff, parents and children. Children demonstrate that they feel safe and behave well. Children learn to stay safe while taking managed risks.

For example, they develop their physical skills as they negotiate on balanced wooden planks. Children know that they must wait for staff to be close by during risky activities. For example, staff place a toy bee called 'Buzz' at activities that require their support.

When children see the bee,... they know that they need to wait for an adult's help. Overall, the well-planned curriculum offers exciting and challenging activities, particularly for the oldest children. Most children are continually engaged in play, especially when staff have linked children's learning experiences to their interests.

Children with special educational needs and/or disabilities receive tailored support through effective partnership working and information sharing. They make excellent progress and staff speak with great pride about children's achievements. For example, children who join the setting with speech and language difficulties receive carefully planned interventions.

By the time they are due to start school, they confidently hold conversations with their friends.

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

Leaders know the strengths of the setting and work hard to identify areas for improvement. They have recently focused on improving parent partnerships.

For example, 'chatter bags' successfully encourage parents to share information about children's activities away from the setting. This helps staff to plan activities that link more accurately to children's current interests and engage them more deeply.The youngest babies form strong bonds with staff, who are attentive and loving.

Feeding and personal routines are carried out with care and sensitivity. When babies start at the setting, staff spend time with parents. They get to know babies' individual personalities and needs.

Generally, staff provide a range of engaging activities that are very well matched to children's needs.The curriculum is ambitious for the majority of children who attend. An inviting learning area supports pre-school children to explore their interest in space.

Staff play alongside children in this area and extend their ideas with questions. They adapt their language effectively to suit different children's level of understanding. This supports children of all abilities to use their thinking skills.

However, on occasions, children are taught about letters and the sounds they represent in large groups. Some children do not have the listening and attention skills required. As a result, they lose interest in this activity quickly.

Staff continually check the nursery for potential hazards. They take prompt action to address minor risks they identify. The environment is safe and secure.

Leaders carry out detailed reviews of any accidents and take prompt action to prevent recurrence. In addition, wherever necessary, they record accidents in detail and make timely notifications to appropriate agencies.Staff involve children in thinking about risks.

They support children to record their thoughts and display their comments in the setting. For example, in the water-play area, children identify that they must try not to spill water on the floor, in case they slip and hurt themselves. This helps children to identify and manage risks and supports them to learn how to keep themselves safe.

Older babies benefit from staff who engage closely and enthusiastically with them. For example, babies at the table laugh with delight as they cover their arms in paint. As they use toy sheep in the paint, they gain an understanding that they can make marks.

Staff smile and sing while playing alongside the babies. This supports babies' early speech and communication development. However, this is not consistent practice from all staff working with babies.

On occasions, interactions between some staff and babies are not as effective.Leaders monitor and support staff effectively. They act quickly to address any areas for improvement and signpost staff to relevant professional development opportunities.

Leaders have established a culture of shared responsibility for improvement. Staff observe and learn from each other. They speak highly of the support that they receive, and are very happy working at this setting.

Safeguarding

The arrangements for safeguarding are effective.Staff and managers understand how to escalate any concerns to the correct agencies, including allegations against staff. Senior managers ensure that recruitment and vetting procedures are robust so that adults employed to work with the children are suitable.

Managers and staff assess risks in the environment effectively to help keep children safe. They consider and manage the risks associated with infectious illnesses, implementing effective monitoring and exclusion periods.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: consider the organisation of large-group activities for pre-school children to further support their concentration nimprove the quality of meaningful staff interactions with babies to promote their language and communication skills further.