Bumblebee Nursery

Bumblebee Nursery

Unique reference number (URN): 2762929 Address: Paddock Village Hall, West View, Huddersfield, West Yorkshire, HD1 4TX Type: Childcare on non-domestic premises Registered with Ofsted: 17/11/2023 Registers: EYR Registered person: Tef Honeybee Ltd

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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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Inclusion Strong standard

Parents and carers comment on how well staff have identified children's individual needs. This includes providing tailored support and accessing additional funding where necessary. Highly knowledgeable staff support parents through the process of applying for education, health and care plans. Staff meet regularly with parents to ensure they fully understand how targeted support plans help their children to progress in their development and to reach their next steps in learning.

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Inclusion Strong standard

Skilled staff make informed decisions, in partnership with parents, about how to spend additional funding, such as early years pupil premium. This ensures funding supports children's individual next steps and helps to accelerate their learning. For example, staff have sourced sensory tents and spinning chairs. This helps to support children's emotional regulation. The impact of this funding is carefully monitored and reviewed to ensure it is having a positive impact on each child.

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Inclusion Strong standard

Dedicated leaders support staff to fully ensure the inclusion of every child. This includes disadvantaged children, those with special educational needs and/or disabilities (SEND), those who are known or previously known to social care, and those who may face barriers to their learning. Leaders work closely with other professionals. Those with oversight of SEND receive a range of training and support. This helps to extend their knowledge and expertise. This results in the swift identification of gaps in children's learning and targeted support being planned and implemented to meet their needs and aid their progression.

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Achievement Expected standard

Children are typically achieving well from their starting points. They have the opportunity to develop their independence skills and interactions with adults and peers throughout the setting. Children are becoming confident communicators as they engage in discussions with adults and their peers. They further develop their vocabulary when listening to stories and joining in with singing. Children learn to take turns and listen during group activities. Babies and toddlers are introduced to numbers and counting through developmentally appropriate experiences. However, pre-school children do not make the best possible progress in their understanding of number, as activities do not consistently build on what they already know and can do, whereas babies and toddlers achieve age-related expectations in mathematics, as activities are planned more effectively to support progression.

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Achievement Expected standard

Children who face barriers to their learning, including those with special educational needs and/or disabilities, are quickly identified and provided with focused support and interventions. This ensures these children make the progress of which they are capable.

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Behaviour, attitudes and establishing routines Expected standard

Children have positive and secure attachments with their key persons. Staff recognise the importance of developing young children's personal and social skills. This includes a focus on helping children to understand and regulate their emotions. Children happily engage in their learning, and there is a calm, purposeful and harmonious environment where they demonstrate positive attitudes to learning. Leaders and staff set high expectations for children's behaviour as they encourage and promote this positive attitude to learning.

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Behaviour, attitudes and establishing routines Expected standard

Attendance is prioritised, and leaders work flexibly with parents to support this high level of engagement. Children are encouraged to develop their independence skills. For example, at lunchtime, staff support children through positive interactions. Staff work with other agencies and professionals to promote the inclusion of every child.

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Children's welfare and wellbeing Expected standard

Leaders and staff create a safe, welcoming setting. This helps children to feel emotionally secure as they arrive and enter the setting with ease. Safer eating guidelines are adhered to, and the curriculum is planned to support healthy eating, safer sleeping and good hygiene routines. For example, when reading the Hungry Caterpillar story, staff provide children with real fruits and vegetables, which they enjoy tasting. As the story progresses, staff encourage children to discuss healthy eating.

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Children's welfare and wellbeing Expected standard

Children's physical and emotional health are generally well supported, with staff providing a nurturing environment for all children. However, at some transition times in the baby room, staff are not highly responsive to babies' changing needs. For example, when babies show a clear preference for wanting to go inside, while staff provide them with comfort and reassurance when they become upset, they wait until told by more senior staff before taking the babies inside. While changes have been made to the baby room lunchtime routine to try and work around babies' sleep and feeding needs, the routine is not embedded in practice. This results in some occasions where staff are still preparing the table and there is initial confusion as to whether children should sit down or join in singing activities.

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Curriculum and teaching Expected standard

Leaders and staff ensure that the curriculum is inclusive. Staff's skilled and comprehensive support for children with special educational needs and/or disabilities provides these children with focused learning and development opportunities. Staff understand individual children's stages of development, and they use this knowledge to typically plan for each child's next steps in learning. This generally provides children with the skills needed as they progress through the setting. Interactions between staff and children place a strong focus on early communication and language skills, as well as supporting children to develop their physical strength. Staff plan interesting activities for babies, where they encourage them to scoop and pour shaving foam and cereals using ice-cream scoops, while reaching for objects of interest. They encourage children's early communication by modelling single words and singing nursery rhymes. The introduction of repetitive number rhymes introduces

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Curriculum and teaching Expected standard

young children to simple counting. Toddlers are supported to learn about the life cycle of a caterpillar. When listening to 'The Very Hungry Caterpillar' story, staff encourage children to discuss the changes they can see to the caterpillar. Pre-school children remain focused and engaged when playing outside as staff plan key learning opportunities in small groups.

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Curriculum and teaching Expected standard

Staff typically plan suitable activities to support toddlers' understanding of numbers, shapes and colours. However, while staff plan a range of activities to support pre-school children's mathematical awareness, including number, shape, space and measure, some of the activities are too complex for the children participating. For example, when encouraging children to accurately count cubes, staff encourage children to count the cubes beyond 10. However, not all children have effectively secured the initial knowledge to do this.

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Leadership and governance Expected standard

Regular supervision sessions between leaders and staff are completed, where there is a focus on supporting staff's wellbeing. Staff comment on how they feel well supported. Leaders follow clear recruitment and induction procedures to help ensure the suitability of staff. Leaders continue to mentor staff and support their professional development. Staff have many opportunities for training, and information is shared during regular meetings, which generally helps them to support children's learning. Leaders are reflective and willing to make improvements as they work to secure better outcomes for children. Ongoing improvements to some routines in the baby room and aspects of the curriculum for number in the pre-school room are not yet embedded in practice.

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Leadership and governance Expected standard

Communication with parents, external agencies and the community is positive. This 2-way communication, promoted from the outset, positively impacts on each child's learning, development and wellbeing. Leaders provide support to parents and carers, and they introduce them to relevant services available to them in the local area. This includes special educational needs and inclusion services. This enables support services to promptly be requested to meet children's individual needs.

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

Leaders and practitioners work closely with parents to get to know each child from when they start. This helps staff understand and follow children's routines from home, which meets their individual needs. Children build positive attachments with their key person, helping them to settle and feel safe and secure. Children develop a sense of belonging and become increasingly confident and independent as they move through the setting. There are

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Inspector:

Carly Eagleton high expectations for children's behaviour and attitudes to learning. Children of all ages, including those with special educational needs and/or disabilities (SEND), are supported to understand and manage their feelings and behaviours. Children are supported well to develop the personal and social skills needed to play and learn cooperatively with others and build friendships.

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Inspector:

Children of all ages are engaged in their play and learning and are typically progressing well overall. Children enjoy joining in with familiar stories, recalling what happens next, developing a love of books and language and joining in rhyme. Babies develop their physical skills as they use their whole hands to explore sensory materials. Staff model vocabulary and provide opportunities for babies and children to recall and practise their words and sentences. This helps develop their communication and language skills. There is a strong faith-based curriculum design, which runs alongside supporting children's personal, social, communication and physical skills.

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Inspector:

Children with potential barriers to their learning are promptly identified. Effective partnership working with parents and other agencies ensures that children receive the support they need to remain safe, feel secure and flourish in their learning. Children with SEND benefit from additional focused support provided by staff. This promotes their inclusion and enables them to access the full curriculum on offer. Children's good attendance is promoted, which helps to prepare them for their eventual move on to school.

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Next steps

Leaders should support staff to embed well-structured routines that are highly responsive to the varying needs of children, particularly in the baby room. Leaders should ensure that activities relating to number and counting in the pre-school room are accurately planned to build on children's individual existing knowledge.

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About this inspection

The inspector spoke with the nominated individual, manager, special educational needs and disabilities coordinator, staff and parents across the setting 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.

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Address:

Paddock Village Hall West View Huddersfield West Yorkshire HD1 4TX

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:30

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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

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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