Busy Little Bees Nursery (Hall Green) Ltd

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement Overall, the quality of interactions between staff and children are variable and the quality of teaching is not consistently good.

Children are not stimulated to fully engage in the activities. As a result, they sometimes become bored and wander away. Despite this, children are keen to come into the nursery to see their friends.

Staff warmly welcome children into their room, and children settle quickly. Children have secure relationships with key staff and seek them out for reassurance. Staff are attentive to children's individual needs.

This supports children's self-esteem. Staff provide children with nurturing ...interactions and help them to learn how to manage their behaviours. Staff move down to the children's eye level to explain to them about their expectations.

Children enjoy their time in the garden. For example, they confidently climb steps and walk a plank on a wooden structure. Staff praise the children for their efforts, which helps to build on their self-confidence.

They supervise children during these activities to help them remain safe during play. Children enjoy participating in their chosen activities. For example, younger babies develop their hand-to-eye coordination as they concentrate when selecting from various-sized coins to slot into the gap in a toy pig.

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

Managers recognise that recent staff changes have resulted in inconsistencies in the quality of education that children receive. Not all staff are confident in delivering high-quality teaching and learning. The interactions between staff and children are variable and, at times, staff do not provide challenge or extend children's learning to enable them to make the progress of which they are capable.

Although managers have implemented some support, this has not yet had the impact needed to ensure the quality of education is consistently good.Staff do not always plan routines effectively to meet the needs of children. At times, more experienced staff who are familiar with the nursery routines need to support those less familiar to help them understand their roles and responsibilities.

During this time, children become restless and disengaged because they have to wait for extended periods of time.Generally, staff support children to develop their communication and language during activities and play. They introduce new words, such as cold or soft, as children explore the textures in the sensory tray.

Staff encourage children to repeat these words. However, there are times when staff talk to children who have dummies in their mouths, and they do not remove these to enable children to form their speech correctly. This impacts on the development of children's communication and language skills.

Children with special educational needs and/or disabilities (SEND) have appropriate learning plans in place. The nursery's special educational needs coordinator (SENCo) and staff work closely with parents and other professionals to share regular updates on children's development. This helps to support these children to make the necessary progress.

Children sit and listen to stories to help them to learn about their emotions. For example, staff read stories about being happy. They encourage children to talk about the different feelings they have and how this may have an impact on them.

This supports children's development of emotional resilience.During group time, staff share pictures of different flags from around the world. They talk about where in the world children may live and the different things they do.

This widens children's understanding of differences and similarities within the wider world.Staff attend regular supervision meetings to discuss their key children's development and any concerns they may have about a child. During these meetings, staff discuss any ongoing support and identify any training needs.

Children enjoy a range of healthy meals. They are sociable as they sit together and talk about their day with staff. Staff promote children's independence as they encourage them to try to cut their food before they intervene.

Children use their good manners when asking for more food, and staff respond positively.Relationships with parents are positive. Parents comment that staff are caring and that they share updates about what their children achieve and how they can support their child's learning at home.

Staff invite parents to attend workshops, such as training in paediatric first aid. Parents comment that they find this training to be of great value.

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 and Childcare Register the provider must: Due date support staff to raise the quality of teaching, and ensure they have high expectations for all children, to enable them to offer consistently good-quality experiences that support and challenge children's learning 15/02/2024 provide newer staff with the knowledge to understand their roles and responsibilities to enable them to support children effectively.15/02/2024 To further improve the quality of the early years provision, the provider should: norganise the routines of the day to help children remain engaged help staff to recognise the importance of enabling children to freely develop their emerging communication and language skills.