Busy Bees Day Nursery at Chorley Brooke Street

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Leaders provide a calm and nurturing environment that promotes children's safety and well-being. They focus on helping children to identify and express their feelings and emotions. Children use new words, such as 'disgust' and 'frustrated' to explain how they might feel in different situations.

Staff support children to understand the importance of turn taking and using good manners. Children are kind and friendly to each other. They share the resources, work together and behave very well.

Staff implement a curriculum that is ambitious for all children. Communication and language development are particularly well plann...ed for. When learning about the human body, staff support older children to learn the meaning of new words, such as 'excrete'.

They extend children's sentences by adding description words to provide more context. For example, when younger children say 'sun', staff add 'yellow and hot' to further describe the sun. This helps to broaden children's vocabulary.

For children who speak English as an additional language, staff use recording devices to help them hear words in their home language. Children are happy and confident communicators. They are well prepared for future learning.

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

Leaders have a secure knowledge of the different things they want children to learn while at the nursery. They plan a well-sequenced curriculum that helps children to build succinctly on the skills they acquire in each room. Staff understand the curriculum and implement the intentions very well.

They plan appropriate next steps in learning which helps children to make good developmental progress.Systems for identifying and supporting children with special educational needs and/or disabilities are well embedded. Staff use ongoing assessments and their knowledge of child development to identify gaps in learning.

They work closely with the special educational needs and disability coordinator to plan targeted intervention for children who need it. Additional funding, such as early years pupil premium, is used effectively for one-to-one support and specific resources. This helps to narrow the gaps between different groups of children.

Literacy development is promoted well. Babies explore animal books and learn to make sounds that match the pictures. Staff extend this further by singing familiar animal songs and offering props to promote interaction.

Older children make choices about the books they want to read and confidently recall past stories they have enjoyed. Children are improving their literacy skills and developing a love of books.Children demonstrate a positive attitude to learning and to nursery life.

They are eager to follow the rules and boundaries and know what is expected of them. When staff alert children to a transition in the daily routine, such as lunchtime, they instinctively work together and begin to tidy the room. Children are keen to please staff and thrive on the wealth of positive praise they receive.

They are motivated and enthusiastic learners.Leaders implement a curriculum that helps children to learn about people who are different from themselves. They have introduced a 'fund of knowledge calendar' which outlines celebrations, festivals and significant events specifically linked to children that attend.

This enables children to learn about their friends' lives and experiences at home, which helps to prepare them for life in modern Britain.Staff support children to learn about the different things that constitute a healthy lifestyle. They implement robust hygiene procedures, such as handwashing and nose wiping.

Staff provide information and resources to promote oral health, as this is a concern in the wider community. They encourage children to drink lots of water and provide indoor exercise opportunities when it is too hot to go outdoors. This promotes children's overall good health and well-being.

Partnerships with parents are strong. Staff provide information about children's development that helps parents to extend learning at home. Leaders offer a 'safe space' room for parents to seek advice and support if necessary.

They provide a nursery swap shop were parents can exchange clothes, shoes and toys. This collaborative approach helps parents to engage more purposefully in children's nursery experience.Leaders have some procedures in place for monitoring staff development.

They provide staff with some feedback on their practice and signpost them to professional development resources, such as training and literature. However, this is not always targeted precisely enough to support staffs' individual skills and knowledge. Consequently, there are some inconsistencies in the quality of education across the staff team.

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: strengthen the procedures for staff supervision, coaching and mentoring to provide more consistency in the quality of education.