Busy Bees Day Nursery at Leicester Carlton Park

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children arrive happy at nursery. They confidently leave parents at the door.

Staff give cuddles and reassurance to children who need it, helping them to settle quickly. This supports children's emotional needs. Children have formed friendships and engage each other in play.

For example, a child gives their friend a picture, saying 'I made one for you'. Staff encourage good hygiene practices with children from a young age. Babies use wipes to clean their hands and faces after mealtimes.

Toddlers proudly show staff their hands, saying 'I wash my hands', after eating snack. Staff teach children to keep safe insi...de by reinforcing rules, such as using their 'walking feet' so they do not trip over. Children learn to be independent.

Staff show them how to zip up their coats before going outside, and how to pour their own drinks.Children have a positive attitude towards their learning. For example, pre-school children take a skeleton over to staff, saying 'can we learn about our bodies?' Children work as a team to fit body parts onto the skeleton.

Staff teach them what intestines do, as children say 'they look like lizards'. Children access a large inviting outdoor area. Toddlers enjoy riding on tricycles in the garden, developing their physical skills.

Staff teach babies how to use walkers, helping them to gain confidence in their movement.

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

Staff follow a curriculum that focuses on children's interests. They gather information from parents during settling-in sessions about what their child already knows and can do.

They then use this information and their own observations to plan activities, helping children to progress in their learning. Staff encourage children to reflect on what they have previously learned. For example, children remember the effect exercise has on their bodies.

Staff praise them when they say 'my heart beats very fast when I run'.The manager and staff support children with special educational needs and/or disabilities. Staff are quick to identify gaps in learning.

They work well with other professionals, using additional funding appropriately. For example, staff provide one-to-one assistance for children who need it the most.Staff provide activities covering the seven areas of learning.

Toddlers develop their senses by smelling and feeling the texture of daffodils. Staff introduce words such as 'soft' to describe how the petals feel. Children learn how to count from a young age.

Staff teach toddlers how to count to three by counting their cups at snack time. Pre-school children begin to count beyond 10 when counting how much food a caterpillar eats during a story. However, on occasion, staff do not make the most of opportunities during activities to extend children's learning further.

Staff support children's communication and language development well. Children enjoy taking part in story-and-song sessions. Toddlers lie on their bellies in a cosy book corner, intently listening to a familiar story.

Babies smile as staff sing to them.Children behave well. Staff teach children about feelings and emotions.

For example, pre-school children listen to a story about a dinosaur who gets stuck. Staff ask children how they would feel. Children reply 'sad' and 'cry'.

Children respond positively when they are asked to tidy up. Pre-school children happily sweep up paper they have thrown during an activity.Children learn about the world around them.

Toddlers show an awareness of the changes in weather. They gaze in wonder looking out the window, saying 'wow, it's snow!' Pre-school children learn about caterpillars. They excitedly engage staff, saying 'look! This massive caterpillar has grown big!' Staff question children to think about how the caterpillars have grown; 'they eat their food' children reply.

Parents speak highly of the nursery. Staff give regular feedback to parents about what their children are learning. For example, parents can attend meetings to discuss their child's progress.

Parents say they are 'very grateful' for the support they receive.The manager is passionate in her role. She has strong relationships with staff, who report they feel supported.

The manager carries out observations on staff practice and completes supervisions with them. She gives feedback to her team, allowing them to reflect on their practice. Staff have access to a variety of training activities, including how they can read stories effectively.

This allows them to continually develop their knowledge and skills.

Safeguarding

The arrangements for safeguarding are effective.The manager is confident in her role as designated safeguarding lead.

Staff are alert to the signs and symptoms of different types of abuse, including the 'prevent' duty. They are aware of the importance of reporting and recording any concerns they have on staff and children. This allows them to keep children safe from potential harm.

The team take part in safeguarding training and refresh their knowledge during meetings. The setting is safe and secure. The manager follows safer recruitment procedures, ensuring all staff who work with children are suitable.

Staff teach children how to stay safe when using technology devices attached to the internet. They read stories and supervise them at all times while on the nursery's computers.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: strengthen staff's teaching skills to help them make the most of activities to extend children's learning even further.