Busy Bees Day Nursery at London Excel

Inspection of Busy Bees Day Nursery at London Excel 5 Western Gateway, Royal Victoria Docks, London E16 1XL

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

Children arrive happily and settle quickly. Children form strong bonds with staff. Younger babies are greeted warmly by their key person, who provides reassurance and cuddles. This helps them separate from their parents with confidence. Staff are good role models. They praise and reward positive behaviour and, as a result, children are kind and considerate towards each other. Children are motivated in their learning. They are keen to take part in all that is offered to them. Staff plan for children's learning based on their interests. For example, older children created their own day nursery and were sensitively caring for the dolls, pretending to be their carers. Staff have supported this interest and gathered extra equipment from the baby room to support the learning. Babies enjoy sensory experiences using water and paint. Staff encourage them to use cars to make marks on paper. The babies delight in using their hands to splash water in large trays. This develops

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The provision is good

their hand-eye coordination. Children learn to tend to their own personal needs with gentle encouragement and support. Toddlers happily feed themselves and select their own toys from easily accessible resources.

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need to do better?

n Leaders and staff closely monitor children's progress and identify any gaps in learning. Staff give highly effective support to children with special educational needs and/or disabilities. Staff work closely with parents and other professionals to create individual support plans. The consistent and competent way that staff carry out these plans helps children to become engaged, confident and able learners. Children are ready for their next stage in learning including starting school. n Children's physical health and well-being are a high priority for staff. Staff provide healthy, nutritionally balanced meals and snacks that children enjoy. Children have regular access to fresh air and physical activity during outdoor play. They play with scooters and use balance beams to develop their coordination. Staff also provide calm, comfortable spaces for children to rest and sleep. n Leaders evaluate their practice. They share feedback and responses from staff

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need to do better?

and parents well, for example using a display in the main entrance showing 'you said, we did'. This enables leaders to review the feedback and consider strengths and address weakness. n Leaders give staff regular feedback on their performance through observation and supervision. They actively monitor staff's well-being and make changes when required. They provide training for staff and measure the impact this has on practice and provision. Leaders are establishing a regular structure of support for new staff. They recognise the need to focus on this support to raise the quality of teaching to consistently the highest standards.

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need to do better?

31 January 2020 n Children develop good communication and language skills. Children frequently share books and become attentive listeners. They listen carefully and join in when being read familiar stories. Staff gather useful information from children about languages children speak at home. However, they do not provide enough opportunities for children to reflect and celebrate different cultures and traditions. n Staff provide activities based on children's unique interests. They make accurate observations and assessments of what children know and can do. Staff regularly share information both verbally and digitally with parents about their children's progress. Parents spoken to at the time of this inspection commented that they are happy with the care and learning experiences that their children receive. n Staff support children to develop their small-muscle skills. Older children show this as they make snail models from play dough. Toddlers manipulate the dough

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need to do better?

with different utensils when they roll, cut and make shapes. Children relish the opportunity to show their counting skills to the inspector. They confidently count bricks as they make different-sized towers. Children develop good mathematical skills.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Staff know signs and indicators of abuse, including how to report welfare concerns. They complete relevant documentation to ensure the safety of children, including accident logs. The manager actively keeps her knowledge of local safeguarding concerns up to date. For example, she has introduced a lock-down procedure in the eventuality of an incident in the local area. All staff receive a thorough induction and are vetted closely to confirm their suitability to work with children. Staff are vigilant and encourage older children to risk assess their environment and children tell the inspector that they feel safe.

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should:

n focus on supporting new staff in their professional development to raise the quality of teaching consistently to an even higher standard n extend children's experiences to reflect on and celebrate different languages, cultures and traditions.

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Setting details

Unique reference number EY222547 Local authority Newham Inspection number 10060952 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care Age range of children 0 to 4 Total number of places 107 Number of children on roll 81 Name of registered person Busy Bees Day Nurseries (Trading) Limited

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reference number

Telephone number 0207 474 7487 Date of previous inspection 20 February 2014

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Information about this early years setting

Busy Bees Day Nursery at London Excel re-registered in 2002. It is situated in the surrounding area of the Excel Exhibition Centre in the London Borough of Newham. The nursery is open each weekday from 8am to 6pm, throughout the year. It employs 16 members of staff, 14 of whom hold appropriate early years qualifications at level 2 or above. The nursery receives funding to provide free early education for children age three and four years.

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Inspection activities

n The inspector spoke with staff and children at appropriate times throughout the inspection. n Parents' views were taken into consideration on the inspection day. n The inspector and manager carried out a learning walk across all areas of the nursery to understand how the early years provision and the curriculum are organised. n One joint observation was carried out by the inspector and manager to observe the quality of teaching. n The inspector looked at a sample of documentation. This included evidence of staff's suitability checks, and policies and procedures, and the inspector discussed these with the leadership team.

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Inspection activities

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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Inspection activities

31 January 2020 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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