Honey Bees Nursery

Honey Bees Nursery

Unique reference number (URN): 251521 Address: Hitcham Village Hall, The Causeway, Hitcham, Ipswich, Suffolk, IP7 7NE Type: Childcare on non-domestic premises Registered with Ofsted: 05/02/1995 Registers: EYR, CCR, VCR Registered person: Scarfe, Sharon

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Expected standard

Children make steady progress and are generally developing the knowledge and skills they need across all areas of the curriculum. Children achieve their individual next steps planned for them by staff. This includes developing their language and communication skills. Children are confident communicators and use a wide range of mathematical language in their independent play and during adult-led sessions. Children speak confidently as they ask questions and answer the register during their morning 'welcome session'. Children, including those with special educational needs and/or disabilities and barriers to learning, achieve and are ready for the next stage of learning. For example, children who lacked confidence and required support with communication now form longer sentences and fully participate in conversations, and interactive group activities with confidence.

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Behaviour, attitudes and establishing routines Expected standard

Leaders understand the importance of regular attendance and punctuality and have secure procedures in place to monitor this. Staff have high expectations for the children and their behaviour and have implemented several positive new strategies since the last inspection. These are discussed at the 'welcome meeting' each morning and children talk about the rules of the nursery. There is a calm and harmonious atmosphere throughout. Staff are attentive, kind and nurturing role models. Children have established positive and trusting bonds with their key person. They seek help and reassurance when needed and respond well and enjoy the consistent praise they receive for their efforts and achievements.

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Behaviour, attitudes and establishing routines Expected standard

Children learn to work collaboratively with their friends and with staff as they concentrate on large floor puzzles or join in group board games. They show respect towards each other as they listen to their friend's instructions. On occasions, children's positive attitude to learning is not fully supported as play is interrupted to accommodate the nursery routine. For example, children are asked to clear away their work, so that snack can take place even though there is ample room and space for this elsewhere.

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Children's welfare and wellbeing Expected standard

Leaders and staff have warm, kind and caring relationships with the children. They ensure effective care practices meet children's individual needs. Staff speak kindly and with respect to children as they discreetly remind them to use the bathroom or if they may change their nappy. Children learn the importance of a healthy lifestyle through daily routines and activities. For example, some discussions take place at mealtimes regarding healthy food choices. Children engage in board games that educate them in a fun way about the importance of a healthy diet. Children are encouraged to access their drinking water and some conversations take place about oral health and the importance of brushing teeth.

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Children's welfare and wellbeing Expected standard

Generally staff support children as they learn to recognise, express and manage their emotions. For example, children self-register as they arrive at nursery. They place their photograph on an visual prompt that describes how they are feeling. This prompts a conversation as to why they may feel sad or angry and helps them develop a secure sense of emotional wellbeing. Staff typically encourage children to move in a range of ways to develop their physical skills. For example, they use soft play, slides and steps indoors and larger movement such as running outdoors. Organised outings to the local park provide children with opportunities to learn to take risks and challenge themselves,, for example, climbing larger apparatus safely.

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Curriculum and teaching Expected standard

Leaders have worked hard since the last inspection to make changes that were required and improve the quality of care and education provided. Leaders are clear what they want children to learn. They follow children's interests and build on what they already know and can do. While the curriculum covers all areas of learning, leaders prioritise supporting personal, social and emotional development and speech and language. The broad curriculum provides opportunities through everyday routines for children to learn the skills to be independent learners. For example, children consistently practise self-care skills such as accessing the bathroom, washing their hands and putting coats on independently before they go outside. These skills help children prepare for transition to their next stage of learning, including school.

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Curriculum and teaching Expected standard

Leaders and staff support children's developing mathematical knowledge throughout all activities. For example, during registration children proficiently count how many children are present and they recognise the corresponding number. They enthusiastically join in counting songs and complete simple subtraction. Children relish their time outdoors in the fresh air and enjoy the variety of opportunities to develop large physical skills, such as proficiently riding tricycles and scooters, or showing perseverance as they master the skill of using stilts.

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Curriculum and teaching Expected standard

Leaders and staff use assessments well to identify children's different starting points and tailor their next steps in teaching. Leaders recognise that if children are happy and emotionally secure they learn well. Teaching and activities are adapted to ensure children, including those with special educational needs and/or disabilities or who face barriers to learning, make continuous progress. Overall, leaders have effective oversight of the quality of experiences that they provide for all children. This generally enables them to identify strengths and areas for development. For example, plans for improvement are already in place to enhance and strengthen learning in the garden environment, to raise the quality for those who prefer to learn outdoors. However, the organisation of some routines unnecessarily impacts on children's play. For example, children concentrate and work well together as they negotiate how to make models using construction materials. They are

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Curriculum and teaching Expected standard

engrossed in their play but have to return toys in preparation for snack time.

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Inclusion Expected standard

Leaders demonstrate a commitment to ensure the environment and practice is inclusive and staff are responsive to children's unique needs. Leaders and staff maintain a welcoming and fun environment and work closely with parents to ensure children's individual needs and routines are securely supported. This includes establishing effective professional partnerships with external agencies to ensure children who may face barriers to learning, or have special educational needs and/or disabilities, receive the support they need. Leaders acknowledge the importance of close partnership working with parents and now provide many opportunities to work collaboratively. As a result, children make positive progress from their starting points and any gaps in their development are highlighted early and quickly addressed. Leaders typically monitor the impact for children through observing and monitoring children's progress.

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Inclusion Expected standard

Planned adult-led activities help embed learning. For example, children develop their language, listening and attention skills through participation in well-sequenced, planned activities. They also gain confidence with their peers as they enthusiastically join in group learning. This helps to prepare them for the next stage in their education, such as school. While leaders promote staff training opportunities, these could be targeted more effectively in this area, to further strengthen staff's knowledge and improve outcomes for children.

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Leadership and governance Expected standard

There have been recent changes to leadership, with a new manager and deputy manager now leading the day-to-day running of the nursery. They receive support from senior leaders and the local authority advisors. Committed leaders have worked hard to make the required changes since the last inspection. A plan to develop practice further is in place and leaders acknowledge change is still being embedded. Leaders have high expectations for the children and the staff. Support for staff wellbeing is considered through daily checks, supervision and positively encouraging professional development opportunities. However, there is a need for a more targeted approach to strengthen staff's knowledge and skills, to ensure the highest quality teaching. Staff comment they enjoy their role, feel valued and supported, and that their welfare is considered.

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Leadership and governance Expected standard

Leaders work with families and external services to help children who need additional support. They act swiftly to access specialist support for families. This ensures that children's needs are met quickly. Tailored settling-in sessions are organised and managed effectively to ensure attendance, and meet all the needs of the children and families. When in receipt of extra funding this is used wisely to support disadvantaged children and those with special educational needs and/or disabilities to thrive.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Children excitedly arrive to start their day. They show enthusiasm and curiosity to learn as they are greeted by staff who are genuinely pleased to see them. Children are happy and settled and enjoy learning at this homely and welcoming setting. The newly-formed leadership team shows commitment to driving improvement and have made changes and improvements since the last inspection. Staff know all children well and use this understanding to provide responsive care and support.

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What it's like to be a child at this setting

Initial information gathered from parents and carers includes children's interests, communication needs and any special educational needs and/or disabilities or barriers to learning. This is used effectively to help children settle quickly and take part fully. Effective partnerships with parents ensure every child is included, thrives and develops as well as possible. The curriculum is designed to build on what children already know and their interests. Leaders ensure children's personal, social and emotional development and their communication and language skills are prioritised to ensure children's wellbeing. Leaders promote regular attendance and act promptly when patterns of absence emerge. They support parents and carers well, for example, through the transition period of home to nursery. They show respect and patience and organise settling-in sessions that meet children's exclusive needs. This helps children make the best possible start.

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What it's like to be a child at this setting

Leaders and staff use ongoing assessment to identify where children may require additional support in their development and where there may be barriers to their progress. They take appropriate action to meet these needs, such as providing one-to-one sessions, group adult- led activities and implementing additional resources. Generally, children flourish at nursery,

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Address:

Hitcham Village Hall The Causeway, Hitcham Ipswich Suffolk IP7 7NE and parents are very complimentary about all aspects of their children's experience. They speak highly of the progress their children make as a result of attending and the effective communication with staff.

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Address:

Children behave well, they show kindness and concern for their friends. They develop as curious and independent learners. Mealtimes are calm and sociable. Children learn about healthy choices through everyday routines. They benefit from meaningful experiences beyond the nursery, including visits into the local community. These experiences help children develop confidence, independence and promote their readiness for their next stage of learning.

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Next steps

Leaders should continue to provide further professional development opportunities that are of high quality and specific to the needs of practitioners. Leaders should improve the organisation of routines to ensure children's play is not interrupted unnecessarily.

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About this inspection

The inspector spoke with leaders, staff, the special educational needs coordinator, parents and children during the inspection.

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About this inspection

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. Type: Childcare on non-domestic premises

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About this inspection

Operating hours: Monday,Wednesday,Friday : 08:00 - 15:00,Tuesday,Thursday : 08:00 - 13:00

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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