The Bees Knees Day Nursery

Inspection of The Bees Knees Day Nursery Cambrian Way, Highfield, Hemel Hempstead, Hertfordshire HP2 5TD

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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 are excited to arrive at the nursery. They rush to greet staff and managers before engaging in the many stimulating activities that staff plan. A highly effective key-person system means that children feel settled and secure in the care of the nurturing staff. Babies, in particular, form exceptionally close bonds with staff. They gaze into their faces and giggle and smile, and are soothed by their reassuring presence.

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The provision is good

Staff across all rooms make good use of structured group sessions to support children's development. Children in the pre-school room use these sessions to explore the setting's rules and why they are in place. This supports them to develop a good understanding of appropriate behaviour and the need to cooperate with one another during play. Toddlers delight at the energetic song sessions that staff enthusiastically deliver. Staff use them as an opportunity to model new words and extend children's vocabulary.

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The provision is good

Children with special educational needs and/or disabilities are well supported across all rooms. The dedicated special educational needs coordinator works closely with individual children and their key staff. She uses additional funding appropriately to provide targeted learning opportunities and high-quality one-to- one care. This supports all children who attend the nursery to make good progress from their starting points.

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need to do better?

n Transitions through the nursery are well supported. Children spend increasing amounts of time in their new environment. This allows them to become familiar with the new routines before moving permanently. Key staff share vital information about children's interests and learning needs. This supports children to settle swiftly and continue to make good progress. n Language development is well promoted across all rooms. Babies enjoy focused time with staff, who explore activities with them and model new words and sounds. For example, babies mimic the animal noises that staff make during a farm activity. Toddlers and pre-school children enjoy regular group discussions throughout the day. Staff in the pre-school room use these sessions particularly well. Children explore the initial letters and sounds of various objects in the environment. This supports their early literacy skills in preparation for school.

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need to do better?

n Children of all ages are encouraged to be independent in age-appropriate ways. Young babies find their shoes before going outdoors, while staff encourage their older friends to put them on their feet. Toddlers pour their own drinks at snack time and confidently use cutlery to eat meals. Children in the pre-school room prepare their own snacks and clear away the plates and cups after meals. This

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need to do better?

11 April 2024 ensures that all children are well prepared for their next stage of learning. n Morale is high in this well-established staff team. Managers place a sharp focus on supporting staff development and well-being. Staff discuss how managers encourage them to follow their learning interests and support their professional development well. Managers conduct regular appraisals and supervisions with all staff to monitor their well-being and identify training opportunities. However, the same high-quality evaluation is not being used across all rooms. Staff in the toddler room are not routinely supported to identify areas to improve their practice. n Relationships between staff and parents are strong. Parents are complimentary about managers and staff and the care and teaching they provide. Those with older children who previously attended the nursery, commented on how well prepared children were for school. Parents discuss the high-quality methods of

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need to do better?

communication that leaders implement. They deeply appreciate the consideration that staff have for their views and how they incorporate these into children's care and learning. n Children are confident learners, who have a positive attitude to their learning. Staff encourage this by providing activities that are suitably challenging, and adapt them well to meet the needs of all children. For example, children in the pre-school room create 'cakes' with modelling dough and buttons. Staff encourage children to 'squeeze' and 'roll' the dough. This develops their vocabulary and fine motor skills. The most-able children are encouraged to count the buttons and sort them into size and colour.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n enhance the current methods of coaching and mentoring to ensure that leaders in the toddler room evaluate staff practice effectively, to support them to raise the quality of teaching to a consistently high standard.

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Setting details

Unique reference number 129334 Local authority Hertfordshire Inspection number 10335066 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 60 Number of children on roll 106 Name of registered person Hay, Kathryn

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reference number

Telephone number 01442 393341 Date of previous inspection 4 June 2018

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Information about this early years setting

The Bees Knees Day Nursery registered in 1996. The nursery employs 26 members of childcare staff. Of these, 16 staff hold appropriate early years qualifications at level 3 and above. The nursery opens from Monday to Friday, for 50 weeks of the year. Sessions are from 8am until 6pm. The nursery provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The inspector considered the views of parents by speaking to several parents during the inspection and viewing their feedback letters. n The inspector looked at relevant documents, including evidence of the suitability of all staff. n The inspector observed the interactions between staff and children during activities. n The inspector observed the quality of teaching to assess the impact on children's learning. n The inspector and manager completed a joint observation of an activity to assess the quality of teaching. n The inspector held discussions with staff about the monitoring of learning and development in the setting, and tracked the progress of several children.

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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

11 April 2024 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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