Busy Bees Day Nursery at Telford Priorslee

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement Leaders have designed a curriculum that provides children with a broad range of experiences that reflect the seven areas of learning well.

Staff consider children's interests to support the planning process. Children benefit from opportunities to develop their understanding of the world through topics such as autumn walks, 'in and around Telford', and creative projects, such as making a cave for a dragon. The curriculum is progressive and identifies a sequential set of knowledge and skills for children to gain over time that is well thought out.

The quality of education provided to children is inconsistent. Leaders do not... plan staffing rotas as well as possible to ensure staff deployment is sufficient to meet the learning needs of all the children. This leads to times when children are less engaged and motivated in purposeful play.

For example, while some children in the room benefit from quality adult-led activities, other children are less supported. This impacts on the progress that children can make. This said, staff understand how to help children to manage their emotions, especially when they separate from parents.

This helps children to regulate their feelings. Staff provide children with warm, nurturing interactions that support children's emotional security. They provide children with the time and space they need to adjust to being back in the nursery after the weekend and offer soothing interactions to the babies.

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

Leaders do not prioritise the learning needs of the children when planning for staff deployment. Staff deployment is not fully effective in ensuring that practitioners in the rooms are always able to meet the learning needs of all children. Planned staff absences are not well managed by leaders.

Although children's essential care and well-being needs are met, staff are often stretched, especially first thing in the morning. To meet ratio requirements, staff move children to a different room than the one they are used to.This said, leaders provide practitioners with a wide range of supportive professional development opportunities.

This includes providing staff with coaching and guidance about their practice, and training within the company and with the local authority. Staff can complete their own online research and training through the provider's online training portal.Leaders and staff monitor children's progress and take action when they identify that children need additional support.

This includes implementing interventions and liaising with outside agencies.Key persons work closely with parents to gather information about children's development needs and interests. They complete some planning that focuses on helping children to achieve their developmental milestones.

However, planning for some children is generic and does not account for each child's essential learning needs. This hinders the progress they can make.Due to weaknesses related to staff deployment and inconsistencies in the quality of teaching, there are times where some children lack engagement in their play.

At times, staff are unable to provide children with the quality interactions they need. This leads to a slightly chaotic environment where some children run around the rooms, or are engaged in low-level, solitary play. This means that children are inconsistently supported in making progress.

The curriculum for children's communication and language development is intentional and focused on extending children's vocabulary and understanding of language. This is developmentally appropriate and progressive across the nursery from babies to pre-school. Leaders have recently introduced a book of the month to help children to become immersed in the language, characters and events of the stories.

Staff offer children guidance related to the behaviour expectations for the day. Children understand what to do at mealtimes, and staff encourage them to use good manners. Staff help toddlers to develop the skills to engage with other children.

Staff support children's physical development well, especially with the older children. They provide children with indoor and outdoor opportunities to practise their balancing skills and build their muscle strength. Children concentrate as they learn how to use a knife and fork to cut up play dough then put these skills into practice at lunchtime to chop their own food.

Leaders have extended the strategies to engage parents in their child's education. They provide an online portal with extensive guidance and information for parents to use with their children at home.

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 meet the requirements of the early years foundation stage, the provider must: Due date plan effectively for staff deployment to meet the learning needs of all children throughout the day, especially first thing in the morning.07/01/2025 To further improve the quality of the early years provision, the provider should: monitor and extend how key persons are planning and delivering children's personalised learning programmes to ensure that all children are fully supported in making the best possible progress support staff to adapt their teaching to ensure that all children are engaged in purposeful play that helps them to progress.

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