Busy Bees Day Nursery at Market Harborough

Busy Bees Day Nursery at Market Harborough

Unique reference number (URN): EY486944 Address: Torch Way, off Northampton Road, Market Harborough, LE16 9HL Type: Childcare on non-domestic premises Registered with Ofsted: 22/04/2015 Registers: EYR, CCR Registered person: Busy Bees Nurseries Limited

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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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Behaviour, attitudes and establishing routines Strong standard

Children consistently show positive attitudes and that they understand staff's high expectations for behaviour. Staff give gentle reminders about boundaries, when needed, such as to toddlers who are learning about sharing and taking turns. They adapt their approach to ensure that all children, including those with special educational needs and/or disabilities, are included. For example, they help children to follow instructions by breaking these down into appropriate steps for their stage of development. Staff are effective role models. They show kindness and respect, and offer plenty of praise and encouragement for children's achievements. They provide secure routines that help children feel safe and be clear about what will happen next. For instance, babies toddle towards the nappy changing area with a smile when staff ask if they are ready to be changed, showing their understanding of the routine. Children show patience while they wait calmly for a brief time

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Behaviour, attitudes and establishing routines Strong standard

between activities. They join in willingly with group activities, such as storytelling, and collaborate during their play. Staff are effective role models, and show kindness and respect.

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Behaviour, attitudes and establishing routines Strong standard

Leaders carefully monitor attendance so that children benefit fully from their experiences at the nursery. From the start, they explain to parents and carers the importance of arriving on time and of notifying the nursery of any absences. They follow up with families and offer support where needed.

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Children's welfare and wellbeing Strong standard

Leaders ensure that practice consistently and positively promotes babies' and children's welfare and wellbeing, including those with special educational needs and/or disabilities and those who face other barriers to their wellbeing. They continuously improve and share meaningful policies and procedures to underpin this approach. Staff use their in-depth knowledge of children and their families changing needs to inform their planning. The focus on helping children at all ages and stages of development to understand and manage their emotions is highly impactful. Babies look at their faces in a mirror and at illustrations in a board book about facial expressions, while staff talk with them about being happy or sad. Staff use carefully considered strategies, such as introducing puppets, to support children's confidence to express their feelings. They teach children to recognise physical signs of emotions and respond appropriately to these.

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Children's welfare and wellbeing Strong standard

Staff promote oral health, using toothbrushes and models of teeth for children to practise their skills. They work with parents to encourage access to dental care. Children learn about making healthy food choices through discussions with staff, such as when they happily eat broccoli at mealtimes. They benefit from nutritional, balanced meals. Toddlers pour water into beakers when they are thirsty. They fill up the jug for their friends when it is empty without being prompted. They are learning about how to take care of themselves and others.

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Achievement Expected standard

Children, including those with special educational needs and/or disabilities and those facing other barriers to their learning, develop knowledge and skills that prepare them for the next stage of their education overall. Babies and children hear rich vocabulary as they listen joyfully to stories read to them by enthusiastic staff. Older children sing the words of their favourite songs and rhymes, and complete the actions. Babies point to pictures of children's faces in a book, and babble and smile when staff say they are happy. They bounce up and down with delight and clap their hands when they recognise familiar songs. Children generally become confident communicators.

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Achievement Expected standard

Babies and children enjoy exercise in the fresh air. Children run, jump, balance and climb steps. One example of this is when pre-school children challenge themselves while building a pathway using large wooden blocks by deliberately including a wobbly step to cross. They typically cooperate with their friends, with reminders from staff, and help each other complete the obstacle course safely. Staff encourage babies to become mobile using furniture to support their early steps. Babies excitedly explore open spaces while crawling, encouraged by staff.

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Curriculum and teaching Expected standard

The broad, balanced curriculum focuses on nurturing children's confidence, independence and communication and language skills, in readiness for future learning. Overall, staff get to know children and their interests and plan activities well to promote what they need to know and do next. They adapt activities for different groups of children, including those with special educational needs and/or disabilities and those who face other barriers to learning. For instance, staff provide words in languages spoken by children at home to promote their self-esteem and sense of self-worth. Leaders support staff to review their assessments and make any necessary changes to their targets. They understand what children's experiences are like and are clear about the quality of the curriculum.

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Curriculum and teaching Expected standard

Typically, staff provide an ongoing commentary for babies' and children's play and introduce new vocabulary, such as 'more', for them to hear and repeat. They introduce mathematical language, including 'tall', 'big' and 'little', when comparing sizes of sunflowers. Children count with staff to identify how many places there are at the painting table and practise their problem- solving skills with support. On occasion, this approach to teaching is not as consistent across the nursery and opportunities for extending and enriching learning are not always as fully explored.

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Inclusion Expected standard

Leaders ensure that inclusive practice is embedded across the nursery to help reduce any barriers to children's learning and wellbeing. Trained staff swiftly identify children's needs, including those with special educational needs and/or disabilities, (SEND) through gathering information from parents and carers, other professionals and their own observations. They work closely with relevant agencies to identify and access specialist support where needed. Staff tailor their teaching to support children facing barriers to their wellbeing. For example, they adapt activities to foster children's understanding of their experiences and the emotions they may feel in response. Routines are accessible to all children, including those with SEND, because staff understand their needs and take actions to enable all children to take part. For instance, they use visual cues and signing to communicate what will happen next.

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Inclusion Expected standard

Staff adjust their approach as children progress in partnership with parents and any professionals involved.

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Inclusion Expected standard

Leaders use additional funding effectively to support disadvantaged children. For instance, they provide resources and one-to-one interventions specifically matched to children's needs and interests. They also work with other professionals and families to ensure children known (or previously known) to social care access experiences across the nursery. Leaders ensure that transitions into the nursery, between rooms and for the eventual move onto school are smooth and that children are well-prepared for these changes.

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Leadership and governance Expected standard

Leaders across the organisation reflect together regularly to identify strengths and areas for improvement. They are ambitious for the children in their care and make ongoing plans to enhance the nursery provision, for example, by enriching outdoor experiences even further. They focus the use of additional funding to provide resources that will engage and stimulate children, including those who are disadvantaged and those with special educational needs and/or disabilities.

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Leadership and governance Expected standard

Leaders provide coaching and mentoring and regular supervision for staff, with feedback about some ways to improve their practice. They are sensitive to the need for support for staff wellbeing. Staff access learning and development opportunities, according to their interests. The professional development programme is not yet precisely targeted to promote consistently high-quality interactions, regardless of the level of experience of staff. Leaders work closely in partnership with families and provide a 'home-from-home' environment. Parents and carers speak very positively about the nursery and staff. They comment on how well they are supported to ensure that the whole family benefits from the nursery provision. For instance, when their circumstances change, staff go out of their way to adapt care for babies and children, and to include them fully and positively in routines and experiences.

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

Children arrive happily and eager to attend the friendly nursery. They enjoy a warm welcome from the caring staff. This helps children to settle quickly and well to a wide range of activities, indoors and outside. Children demonstrate that they feel safe as they greet visitors confidently. Children take a lead in their own play, following their interests freely. They cooperate well together and learn to share and take turns with resources, guided by the attentive staff. They use good manners, saying 'please' and 'thank you'. Children's smiling faces show that they feel a sense of belonging in the nursery. When children need re- assurance, they seek out staff for hugs and kind words. Children benefit from an effective key-person system with meaningful exchanges of information between staff and parents. This supports children's positive wellbeing and helps parents to understand the importance of punctuality and regular attendance.

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

Babies and young children delight in joining in with songs and rhymes, clapping their hands happily to the sounds. They snuggle up with staff to listen to their favourite stories. Parents and carers comment that older children bring this love of books into the home. For example, children learn the words and phrases from listening intently to familiar books, and read to their family at bedtime. These frequent experiences of sharing books at nursery help children to learn new and rich vocabulary and to develop early literacy skills. All children, including those with special educational needs and/or disabilities make progress from their starting points. Children develop independence and self-care skills. For instance, babies feed themselves using spoons, young children take off their coats and hang them on a peg and pre-school children collect their plates of food and clear the tables after lunch. Children

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

concentrate on tasks. One example of this is when pre-school children look closely at

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Address:

Torch Way off Northampton Road Market Harborough LE16 9HL

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Busy Bees Nurseries Limited

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Address:

Register(s): EYR, CCR sunflower plants alongside a Van Gogh print and 'have a go' at painting their own version. They talk with staff eagerly about what they see and how they want to create their own painting.

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Next steps

Leaders should continue to support staff across the nursery to ensure all children benefit from consistently high-quality interactions. Leaders should target staff professional development specifically to enhance the quality of teaching and learning throughout the nursery even further.

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About this inspection

The inspector spoke with leaders, staff, special educational needs coordinator, parents and children during the 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. Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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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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