Busy Bees Day Nursery at Maidstone Hospital

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are greeted at the door by staff who take them to their room. They arrive happily and they settle in quickly.

Babies confidently wave to adults as they enter and leave the room. Children who are upset are given the time they need to settle in and are supported to do so by their key person. Older children confidently talk about the things they are learning.

For example, they eagerly share their drawings of the daffodils they have planted. They explain how they planted the bulbs and that they plan to plant seeds. Children are keen to find out more about animals.

For example, they ask staff why snow tige...rs are not orange and black. Children share their experiences and what they know with each other. For example, at mealtimes children sit together and discuss when the Easter Bunny will come and what it might bring.

Children have access to the outdoor area for most of the day. They have plenty of opportunities to practise their physical skills. Older children balance on beams and walk across a rope bridge.

Children are supported to do this safely and reminded how to manage risks. Children say, 'Go on, you can do it,' to encourage each other.

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

The manager has implemented changes since being in post.

These are beginning to have a positive impact on the setting. For example, the manager has recently recruited, and is continuing to recruit, new staff. This is having a positive impact on the continuity of care for children.

The manager has regular meetings with staff to discuss any concerns they may have and to check on their well-being. She carries out formal supervisions to discuss any training needs. Staff report that they feel well supported.

The manager and staff understand the curriculum intent. Staff know what they want children to learn. They follow children's interests and focus on supporting areas of their development.

For example, staff use dinosaurs to support children's language development and provide social opportunities. However, at times, the language staff use is not age-appropriate for the children they are supporting. Staff use sentences that are too long or ask questions that are too advanced for the children to answer.

Children behave well. Older children know to wash their hands before lunchtime. Children sit patiently and wait for their lunch.

Staff remind children of the rules when they forget. For example, younger children are reminded to put their shoes back on when they leave the sandpit.Children's independence is promoted well.

Older children help to prepare the lunch tables. They give out cups and collect the water jugs for their table. Children pour their own drinks and carry their own cooked lunch back to their table to eat with their friends.

As a result, children are developing the skills required for the next stage in their learning.Parents on the whole are happy with the care their children receive. The know who their child's key person is and what their children are learning about.

This helps them to support their children's learning at home. Parents report that they feel happier now they are able to come back into the setting after the COVID-19 pandemic restrictions. This is having a positive impact as staff are able to provide much more detail to parents at pick-up times.

Overall, staff understand what their key children like and how best to meet their needs. Staff monitor children's development to ensure they make good progress in their learning. However, this is not always consistent across the whole setting.

This has an impact on the extent to which meaningful learning takes place and the progress children make in their development.The setting is in receipt of local authority funding, which has been used to make changes to the environments for children. The manager identified the need to improve the environments to ensure they are better equipped to meet all children's needs.

Children with special educational needs and/or disabilities have also benefited from these changes.

Safeguarding

The arrangements for safeguarding are effective.The designated leads for safeguarding understand their role if they have concerns about a child's welfare.

They know what the local safeguarding procedures are should they need to report their concerns. Staff understand how to identify if a child is at risk of harm and know the procedure to follow. Staff attend training to update their safeguarding knowledge.

They know how to identify if a child is being exposed to extremist views. Staff carry out daily risk assessments to ensure the environment is safe for the children.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nimprove the way in which staff support children's language development, particularly with younger children develop how staff support children to ensure that they consistently promote meaningful learning across the whole setting.