Bumble Bees Nursery

Inspection of Bumble Bees Nursery Jubilee House, 655 Auckland Drive, Birmingham B36 0SN

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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

Staff develop close relationships with the children in their care. Children approach staff confidently to talk to them and to celebrate a success. Staff know the children well and they respond to their individual needs. For example, they offer comfort to children and give words of encouragement when they need it. Children are happy and settled at the setting.

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The provision is good

Children behave well and are polite. Staff give frequent behaviour prompts, such as reminders about good sitting and walking inside. This ensures that the environment is calm and safe for children. Staff establish clear routines that all the children follow. For example, pre-school children sit for carpet time before going off to play, and they help to tidy up. This prepares children to be ready for the transition to school.

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The provision is good

Developing children's language and communication is a priority. Staff listen to the children when they speak and engage them in conversation regularly. For example, when children present an acorn from home, staff engage them in a back-and-forth conversation about the acorn. Toddlers take part in a weekly language and communication programme, and receive specialist support from an external service. This supports children in becoming effective communicators.

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need to do better?

n Staff focus on developing children's personal, social, and emotional skills. For example, in pre-school, staff talk to children about how they feel and in toddlers, children paint self-portraits using mirrors. This encourages children to understand their feelings and develop a sense of self. n Staff read high-quality texts to the children, which link to the learning theme. For example, children explore their feelings through reading a book about a colour monster. These interactive story times engage children and support them to develop a love of reading. n Staff organise the environment into different areas of learning, with a selection of resources for children to choose from. Staff also set up activities which aim to meet children's specific learning needs. For example, in the toddler room, children use their senses to explore a farm, which includes straw and cereals, and in pre-school, children improve their throwing skills using balls and a tyre as

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need to do better?

a target. These activities engage children and help them to achieve their next steps in learning. n Staff plan activities to support children's physical development. For example, children insert pegs into holes to develop their small motor skills, and ride bikes and scooters to develop their large motor skills. However, staff do not always select appropriate resources and activities to provide higher levels of challenge

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need to do better?

10 September 2024 to further children's progress and learning. n Staff encourage children to become increasingly independent. For example, children use knives and forks to feed themselves, and pour their own drinks. However, on occasions staff complete tasks for children instead of teaching them how to do things for themselves, and some routines restrict children's involvement. This limits children's opportunities to develop their independence. n Staff ask children to make choices frequently. Pre-school children choose which nursery rhyme to sing, and babies choose which activity they want to engage in next. This means that children can pursue their own interests and goals. n Children and staff with special educational needs and/or disabilities (SEND) are supported well. Additional needs are identified, and strategies are put into place to support them. Staff work well with external agencies to ensure that children

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need to do better?

receive the support they need. n Leaders understand what good quality teaching and learning looks like. They encourage staff to improve their practice through training and with the support of the local authority. There are effective assessment and planning procedures in place, which leaders have input into and monitor. This helps children to progress across all areas of learning. n Parents and carers speak very positively about the setting. They feel that their children are happy, and that staff are approachable. Parents say that the staff inform them of what their child is doing while at the setting, and the progress they are making. Parents report that they do, and will continue to, recommend the nursery to others.

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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 support staff to consistently offer higher levels of challenge, to ensure that all children make even better progress n provide more opportunities for children to develop their independence.

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Setting details

Unique reference number EY538557 Local authority Solihull Inspection number 10356916 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care

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inspection

Total number of places 80 Number of children on roll 51 Name of registered person Burns, Stuart James

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reference number

Telephone number 0121 314 2010 Date of previous inspection 8 January 2019

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Information about this early years setting

Bumble Bees Nursery registered in 2016 and is located in Castle Bromwich, Birmingham. The nursery employs seven members of childcare staff. Of these, five hold appropriate early years qualifications at level 3 and two hold a qualification at level 2. The nursery opens from Monday to Friday, all year round. Sessions are from 7am to 6pm. The nursery provides funding for children from nine months to four years.

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Inspection activities

n The manager and inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n Children spoke with the inspector during the inspection. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The special educational needs coordinator spoke to the inspector about how they support children with SEND. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The manager and inspector carried out a joint observation of a group activity. n Several parents spoke to the inspector and the inspector took account of their views. n The nominated individual and manager spoke to the inspector about the leadership and management of the setting.

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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

10 September 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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