Bee Bright Day Nursery

Inspection of Bee Bright Day Nursery 11 Gatenby, Peterborough PE4 6JU

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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 attend the setting and arrive happy and ready to start their day. Young babies are provided with a warm and inviting environment where staff are caring and attentive to their needs. Children look to staff for comfort and reassurance when needed and enjoy social interactions with peers and staff alike.

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The provision is good

Children's language development is prioritised at the setting. Staff sing and read to children throughout each day and they provide various learning opportunities to develop this further. For example, children join in with group singing, copying the actions and learning new words, in a fun environment. Children develop good social skills, inviting their friends to join them and sharing resources well.

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The provision is good

Children demonstrate their independence throughout the day as they get their own coats, hats and gloves on to go outdoors. Staff provide opportunities for children to prepare their own fruit and serve their own meals supporting them to make choices about the foods they eat. The youngest children at the setting are also encouraged to begin to develop their independence by feeding themselves. When going outdoors, children demonstrate how they can find their own belongings and pull on their wellington boots. This is sequenced well throughout the setting, as children develop their physical skills and abilities.

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need to do better?

n Staff teach children about emotions and help them to understand their own feelings. Children use this learning to share with staff how they are feeling each day or how a specific event makes them feel. Children grow in confidence as they begin to understand their own emotions and those of others. n Mathematics is embedded throughout the provision. Staff encourage children to count during their play. For example, when building towers children count as they add each brick. Furthermore, staff use mathematical language as children build, describing their buildings as big and tall. Children learn new concepts and begin to experiment with size and measure. n Children enjoy playing in small groups. However, staff have varying expectations of children. When children do not follow instructions, staff are not consistent with their approach to managing this. Therefore, children struggle to understand what is expected of them at the setting.

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need to do better?

n Children are given ample opportunities to develop their large and fine motor skills. Outdoors, they enjoy balancing and negotiating space as they ride scooters and push-along cars. Children prepare their own snacks, cutting fruit and pouring their own drinks. Furthermore, staff provide playdough and other malleable activities to strengthen children's fine motor skills in preparation for future writing.

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need to do better?

23 January 2025 n Children enjoy role playing with their peers. They pretend to look after the babies as they rock the toy dolls to sleep in their arms. Staff provide resources to support children's make-believe play and children demonstrate their high levels of engagement and abilities to lead their own learning. n Staff promote good relationships with parents. They provide daily updates using an online app and give face-to-face feedback at the end of each day. Furthermore, parents are provided with a summary of their children's progress each term that includes what children will be learning next and ideas about how this can be supported at home. There are home-learning resources available, and books are shared regularly. This helps children to make good progress in their development. n Children with special educational needs and/or disabilities are well-supported. Staff monitor children's learning to identify any areas of development where

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need to do better?

children may need additional help. They work alongside parents and other professionals to provide a good level of ongoing support and children make good overall progress. n The management team is reflective of staff practice and identifies strengths and weaknesses well. The team provides support for staff when needed and ongoing training opportunities to strengthen staff's skills. However, there continues to be inconsistencies in staff's teaching and planning. For instance, some planned, adult-led activities are too advanced for the children in the group to understand.

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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 give consistently clear messages so that children know and understand the expectations for their behaviour n strengthen the support and training for staff to further develop the quality of their teaching and planning so that children receive consistently well-targeted learning experiences.

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Setting details

Unique reference number EY543013 Local authority Peterborough Inspection number 10367936 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 34 Number of children on roll 41 Name of registered person Ayres-Harris, Kate

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reference number

Telephone number 01733 578888 Date of previous inspection 1 March 2019

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Information about this early years setting

Bee Bright Day Nursery re-registered in 2017 and is privately owned. The provider employs 11 members of childcare staff. Of these, eight hold an appropriate early years qualification at level 3 or above. The nursery opens from Monday to Friday, all year round, except for bank holidays. Sessions are from 7.45am until 5.30pm. The nursery provides funded early education for eligible children.

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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 The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector carried out joint observations of group activities with the manager. n The special educational needs coordinator spoke to the inspector about how they support children with special educational needs and/or disabilities. n The inspector spoke to several parents during the inspection and took account of their views. n The manager showed the inspector documentation to demonstrate the suitability of staff.

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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

23 January 2025 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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