Busy Bees Day Nursery at Weymouth

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children love to explore, play and learn. They maintain their concentration in the learning activities that staff prepare for them.

Children try different ideas as they build castle walls out of sponges and create a moat out of blue foam and practise working together. Leaders and staff implement a curriculum that helps children to build on previous skills that they have learned. Children practise large-muscle movements, learning to control their bodies safely while balancing and jumping.

Staff extend these skills further by helping children to develop precision in their fine motor control, completing challenging tweeze...r pick-up games. Staff engage older children in imaginative play. Children enthusiastically describe what they imagine could be underground.

Staff sustain conversations with children, expanding their ideas further to include all kinds of insects and dinosaur fossils.Children are happy and feel safe. Staff's interactions with children, particularly babies, are warm and welcoming.

Staff members are attentive to children's needs and provide them with time to settle and feel comfortable. Children enjoy home-cooked meals, use cutlery with ease and take pride in their responsibility to clean up after themselves. Children learn from books about how to be safe and ways to be kind to others.

They independently choose stories and enjoy sharing their favourite pages with one another.

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

Leaders have a clear curriculum and are ambitious for all children to thrive. They care about developing children to be emotionally secure, resilient and develop the key communication skills that they need to be successful in life.

Leaders and staff prioritise growing secure attachments with their youngest children. They focus on developing the independent and specific skills that older children need to be ready for the next stages of their learning.Leaders evaluate the quality of the nursery accurately.

They know what is working well, and they have plans to continually improve. They support staff with a wide range of training opportunities and provide them with personalised feedback to help them develop their practice.Staff provide children with appealing resources to enhance their learning.

They plan initial concepts for educational activities and adjust them according to the children's interests and developmental needs. Babies and young children are fascinated by the different textures that they explore with their hands as they squash and crunch vegetables and dry cereals. However, some staff do not always have the confidence to teach children new vocabulary.

Staff build strong attachments with children. They calmly comfort babies and help young children understand the big emotions that they sometimes feel. Staff teach children to be brave and try tricky challenges.

For example, children try new foods or build their resilience to keep going when staff make activities harder for children to complete.The special educational needs coordinator (SENCo) identifies children's needs quickly and accurately. They work closely with parents and respond with appropriate interventions to help children make progress.

Staff are well informed of children's specific needs and are proactive in providing targeted activities to help children learn. The nursery works closely with external agencies to make sure that children receive the support that they need.Children behave well.

Staff are a good role model to children. They have high expectations of children's behaviour and explain how their behaviour has an impact on others around them. Children respond to staff's requests to tidy up and help one another to do so.

Staff praise children's good attitudes. Children love to ring the 'achievement bell' when they have displayed a positive attribute, such as trying something new. This boosts their self-confidence as staff celebrate their achievements.

Leaders and staff have developed good partnerships with parents. Staff routinely communicate with parents about their child's day through an online application and personally when they pick up. They hold regular meetings with parents to keep them informed about their child's progress and provide ideas that they can try at home.

Parents talk highly of staff and notice the improvements in their children's confidence and independence.

Safeguarding

The arrangements for safeguarding are effective.Leaders and staff are knowledgeable in identifying potential risks to children.

They follow robust procedures and know who to contact if they are concerned about a child or an adult. Leaders and staff regularly check the safety of the premises and teach children to be aware of risks and how to make areas safe to play in. Staff routinely follow procedures to make sure that all children are safe.

They keep parents fully informed about any incidents and the actions that they have taken. Leaders follow safe recruitment procedures and provide effective induction for new members of staff.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nimprove staff confidence to teach babies and young children new vocabulary so that they make even more progress.