Busy Bees Day Nursery at Tunbridge Wells

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are warmly greeted by their key person at the gate and enter with confidence, demonstrating that they feel safe.

Older children know to hang their coats and bags up and younger children are supported to do this. Those children who are unsettled upon arrival are comforted by their key person and quickly settle in.Babies and young children enjoy a range of stimulating sensory activities.

For example, they delight in exploring the sand and water play. They are encouraged to touch the sand and see the prints that their hands leave. Children understand and follow rules and routines.

For instance, older chi...ldren know to wipe up any spillages from the water play and do so independently. Children understand that this helps to keep everyone safe. Children have free-flow access to the outside area, and the number of children outside is monitored to ensure their safety.

They benefit from good opportunities to explore nature and access fresh air and exercise daily. For example, children show an interest in finding out about different species of birds. Outside, they watch carefully for birds landing in the garden.

Children enjoy making bird feeders that staff hang in the trees. They confidently talk about how to encourage the birds into the garden.

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

The newly employed manager has already started to implement changes that are having a positive impact on how children are being supported.

The manager has recently recruited some new staff and provides support for all staff within their roles. She spends time in the rooms with staff and provides opportunities for them to share any concerns they may have. As a result, staff feel more settled and supported now and feel the improvements are making a positive difference.

Children enjoy listening to stories that they have chosen. They vote for the books that they most want to listen to and recall the stories confidently. For instance, children recall that the brick house is the strongest house in the 'Three Little Pigs' book.

Staff are clear about what they want children to learn. They promote children's learning through things that interest them. For example, children ask to create pictures using sticks that they have found outside.

Staff present information well to children about what they are learning. However, staff do not always give children enough time to respond to questions that they ask. Sometimes, the more-confident children take over the group and those who are less vocal are not always given a chance to express themselves or become fully involved.

Staff share information with parents about the activities that their children take part in. Parents know who their child's key person is and receive a daily handover from them. However, parents are unsure about what their children are learning about and what new skills they are focussing on.

As a result, parents are unsure about how to extend their children's learning at home.Older children learn about how to care for others as well as being independent. For example, they are encouraged to set up the lunch tables for all the children.

They count the number of children to make sure that there are enough chairs. Staff support children to carry chairs safely to the table if there are not enough. After lunch, children take their plates to the kitchen before leaving the lunch area and know to wash their hands.

The setting is in receipt of local authority funding and has recently purchased resources to support children's physical development. Children were involved in deciding what new resources they wanted for the outside area. The manager monitors the impact of how well any additional funding used is supporting children's learning and development.

As a result, children are making good progress and are ready for the next stage in their learning.Children behave very well. They are encouraged to share and take turns, and are reminded of the rules of the setting.

Children know that when a staff member shakes the tambourine it is time to tidy up.

Safeguarding

The arrangements for safeguarding are effective.The manager understands her role as the designated lead for safeguarding.

She is supported by the senior management team and is aware of the internal procedures to follow should she have concerns about a child. Staff know how to identify the signs that a child may be being exposed to harm, and know their responsibility to safeguard children. This includes wider safeguarding aspects, such as protecting children from extreme views.

The manager and the staff know the local safeguarding partner's procedures and how to make a referral. Staff are aware of risk and how to support children in managing their own risk.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: give children time to respond to the questions asked and ensure that appropriate language and questioning for the age and stage of the child is used nimprove the way that information is shared with parents to ensure that they are supported to promote their children's learning at home.