Busy Bees at Harrow

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Parents describe how the information they share is used to support their child settling into this nursery.

Children feel safe and secure, as they form strong bonds with staff who use favourite toys, stories and songs to help children become familiar with the nursery. Face-to-face handovers and information shared via an online app ensure that parents feel up to date with their children's learning.Staff implement the curriculum for their room and plan individualised activities with high expectations for all children.

Gaps in children's development are swiftly identified and addressed. Parental consent is obtained for chi...ldren with special educational needs and/or disabilities and referrals for additional support are quickly made through the local authority.Children's behaviour is good.

Behavioural expectations are consistent and introduced to children through books and 'golden rules' displayed in each room. During group activities, older children demonstrate their understanding by showing staff how 'kind hands' pass resources or gently stroke a friend's hand.All children have access to outside space and spend time each day in the garden.

Older children use a 'magic trick', laying their coats on the floor and flicking them over their head to put them on, in preparation for going out into the garden. Children approach staff, requesting help with buttons and zips as they confidently put on their own coats and hats.

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

Staff effectively plan for their key children.

They consider children's current interests and include clear learning intentions for children at different stages of development. For example, baby room staff include opportunities for children to paint using their hands and dab using pads as well as providing chunky paintbrushes for children to make marks. Children are eager to have a go and build confidence in what they can do.

Children are encouraged to develop some aspects of their independence. Older children act as daily helpers supporting staff in preparation of snack and mealtimes. For example, at lunchtime, children place cutlery and drinking bottles on tables for their peers.

The helpers also serve the food to other children. However, current routines do not give children opportunities to make choices and develop independence in identifying and meeting their own needs.Children are well supported to develop their understanding and use of English.

The nursery is situated within a very diverse community. To support children who speak English as an additional language, parents provide key words in their home languages. Staff note key words and phrases phonetically to ensure that they can use them successfully with children.

Daily singing, familiar stories and words of the week enable children to make quick progress from their starting points.Children brush their teeth while in nursery. They share how bacteria can grow and cause damage if they do not brush every tooth and keep brushing 'for at least two minutes'.

Children discuss how sweet treats are 'sometimes' foods and drinking water and eating fruits and vegetables promote good health. Children are developing their knowledge and they learn to make healthy life choices.Staff complete the progress check at age 2 for their key children.

The reports are shared with parents and used to support developmental checks completed by healthcare colleagues. Staff work in partnership with parents to identify when children are ready to develop key skills, such as toilet training. Parents describe how using a joint approach between home and nursery enables children to quickly make progress.

Children enjoy opportunities to come together to listen to stories and sing favourite songs. Younger children and babies sway in time to the tune, while toddlers sing some words and complete the linked actions. Older children predict what is going to happen next in familiar stories.

However, staff do not include opportunities to develop young children's interest in numbers and counting, and build on this knowledge as children move to toddler and pre-school areas.Parents feel well informed and staff keep them up to date with their child's development. They praise leaders for being flexible and appreciate the support they receive from staff.

Parents describe their children as being extremely well cared for. They appreciate having a named key person and feel they have built positive relationships with all staff in the nursery.Leaders ensure that all staff have up-to-date safeguarding knowledge through access to training and by discussing updates in team meetings.

Staff say they feel well supported in their role, as leaders are approachable and offer guidance and support to ensure that staff's workloads are manageable. Staff choose to develop knowledge and practice by accessing additional professional qualifications and by having opportunities for promotion. Staff are happy in their work, as they feel valued by the team they work in.

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 further improve the quality of the early years provision, the provider should: review routine activities, particularly around mealtimes, to ensure that opportunities are incorporated for children to be independent plan more opportunities to include numbers and counting into activities for all children.