Busy Little Bees Nursery (Shirley) Ltd

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children play in a stimulating environment and demonstrate high levels of curiosity and concentration. They confidently explore and investigate different textures and materials. Children practise their good handling skills in a variety of ways.

Older children play at 'The potion station' and use pipettes to draw up water from a tray and then deposit it into small bottles. They explore textures and smells as they decide which flowers and herbs to mix to create their potions. The children readily use mathematical language, such as 'full' and 'empty'.

When they squeeze the end of the pipette, they comment on the water squ...irting out 'super fast'. Children behave well and play cooperatively. Staff acknowledge when children are kind to each other, and children say that this is because they are friends.

Relationships between staff and children are very good. Children are introduced to their key person during a home visit, and a gradual introduction helps to support their emotional security. Staff observe, assess and plan well to challenge children and ensure they make good progress across the seven areas of learning.

Teaching practice is strong. Staff support children effectively so that they acquire skills and a capacity to learn. They ensure that children's learning builds successfully on what they already know and can do.

Parents initially provide information about what their child knows and can do. Staff and parents then continue to share information regularly. Parents share positive views about the provision.

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

The provider has conducted a comprehensive review of practice during the second half of the year. Procedures for recruitment, selection, induction and supervision are robust. There have been many changes to the staff team.

The provider has taken steps to create an environment where staff identify and share information about any pressures on them so that their welfare, as well as the children's, is consistently addressed.The manager identifies that a priority for improvement is to develop the part of the outdoor area that has a forest school focus. Workshops for parents have been successful in the past and plans are being made for them to attend the nursery to learn more about phonics.

Staff continually identify what children know and can do. They use this and children's interests to ensure that they consistently provide challenging activities for all children. Children develop good skills that help them to be ready for the move on to the next stage in their education.

All children are encouraged to explore and develop their own ideas. Babies discover what happens when they make marks in liquid paint with ice cubes. They have easy access to a variety of textures and materials for sensory exploration.

Toddlers decide how to decorate cards that will be used to frame photographs of their families. They enjoy being creative with glue, glitter and paint.Older children express themselves confidently and young children's speaking skills are developing well.

However, at times, staff do not give children enough time to put their thoughts into words during discussion and when questions are asked of them. Staff do not make the most of some opportunities to extend younger children's vocabulary.Children confidently make decisions about their play.

They can choose to play indoors or outdoors, and they can choose to select toy boxes that are clearly labelled with print and pictures.Staff teach children to independently manage their personal needs and understand and adopt good hygiene practices. Children learn to manage tasks for themselves, such as putting on their coats.

Very young children are encouraged to recognise when they need a tissue for their noses, and staff hold a mirror for them so that they can see if they have wiped successfully.Children gain some awareness of similarities and differences in society. However, staff do not fully promote children's awareness of cultures, traditions, beliefs and families outside their own experience.

Children make good progress in their literacy development. Toddlers enjoy listening to the story of the week. This links to their interest in dinosaurs.

Staff encourage older children to write for different purposes, such as recording how they have created their magic potions.

Safeguarding

The arrangements for safeguarding are effective.Staff complete training to keep their child protection knowledge up to date.

They are aware of the signs of abuse and neglect and know the local referral procedures to follow if they have a concern. They are aware of their duty to prevent children being drawn into situations that put them at risk. The provider makes sure that the premises are secure so that children cannot leave unsupervised and unwanted visitors cannot gain access.

Staff identify and successfully minimise potential risks indoors and outdoors. Staff suitability is addressed through recruitment and selection procedures that meet requirements.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: make the most of opportunities for extending young children's vocabulary, and give children more time to put their thoughts into words when talking with them and when asking them questions nextend practice for raising children's awareness of cultures, traditions, beliefs and families outside their own experience.