Bumble Bees Nursery (Blackburn) LTD

Bumble Bees Nursery (Blackburn) LTD

Unique reference number (URN): EY488639 Address: 200 Old Bank Lane, Shadsworth, BLACKBURN, BB1 2HU Type: Childcare on non-domestic premises Registered with Ofsted: 23/04/2015 Registers: EYR, CCR, VCR Registered person: Bumble Bees Nursery (Blackburn) 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

Leaders and staff know the children extremely well. They swiftly identify any barriers to children's learning and/or wellbeing. Staff skilfully adapt their practice in creative ways to meet children's individual needs. Children are given responsibilities to help develop their confidence and self-esteem. They help to serve lunch and distribute the cutlery. Older children teach babies how to roll a ball. All children, including those with special educational needs and/or disabilities (SEND), are supported consistently well to help reach their full potential.

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Inclusion Strong standard

Leaders and staff have high expectations for all children. They use assessment tools extremely effectively to track children's progress and inform their planning. Leaders meet regularly with families and other professionals to carefully assess and review children's progress. They use detailed information from external agencies to help them set accurate and precise next steps for children with SEND. All children, including those who may face barriers to their learning and/or wellbeing, make sustained progress from their starting points.

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Inclusion Strong standard

Leaders make wise and effective decisions when spending additional funding. Staff learn sign language, which enhances communication within all rooms. The new sensory room provides a calming space where children discover new things. This inclusive approach benefits all children and supports them to learn new skills.

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Achievement Expected standard

All children, including those who may face barriers to their learning and/or wellbeing, are typically prepared well for their next stage in learning. Older children grow in confidence as they help adults serve food. They spoon their own pasta and pour their own drinks, helping to develop their independence skills. Children are given opportunities to develop their physical skills. They climb, dig, build and run outside. Children learn about the world around them and make connections in their learning. They work together to make a lion's den out of a giant cardboard box. Children decorate it using chalk and talk about the marks they make. Children enjoy singing and dancing to music. They smile as they sing the nursery rules together. Children with special educational needs and/or disabilities and those known or previously known to children's social care generally receive the support they need to achieve. Children develop positive attitudes to learning and typically achieve well from their

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff set high expectations for the behaviour of all children. This includes children with special educational needs and/or disabilities and those who may face barriers to their learning and/or wellbeing. Leaders make skilful adaptations that enable all children to follow the rules and feel included. For example, children are given additional time to prepare for lunch if needed. Children understand what is expected of them. They say they need to use 'kind hands' and that running is for outdoors. Staff are positive role models and teach the children to be patient and to respect others. This helps children to settle quickly and feel safe and secure.

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Behaviour, attitudes and establishing routines Expected standard

Leaders promote the importance of attendance and have built effective relationships with families. They offer parents flexible start times to work around their needs. Leaders deliver specially designed workshops, where parents learn how to pack a healthy lunch box and prepare their child for school. This helps parents to establish routines and develop a positive attitude towards learning.

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Behaviour, attitudes and establishing routines Expected standard

Staff use praise effectively to encourage children and say, 'I am really proud of you today.' Children are taught to be kind and to share. They take turns moving through the tunnel and cheer as their friend comes out the other side. Children are taught the skills needed to self- regulate and to focus their attention on what matters. Young children sit and listen intently to stories and join in with repeated words. This helps prepare children for the next stage in their learning. However, not all transitions consistently support children's behaviour, for example at lunchtime.

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Children's welfare and wellbeing Expected standard

Leaders support children's welfare and wellbeing generally well. They have created a safe and welcoming space where children feel safe, secure and listened to. All children, including those with special educational needs and/or disabilities, are included and have daily access to outdoor areas. Children's physical skills are typically developed well. They crawl, run, jump, climb and draw. Children pour water using different-sized containers. They use hand puppets to retell familiar stories with their friends. Children choose where to play and develop independence and a sense of belonging.

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Children's welfare and wellbeing Expected standard

Children learn about making healthy choices and how to stay safe in the sun. They learn about oral health and brush their teeth in nursery. Children enjoy nutritious, freshly prepared meals and snacks. Babies use spoons to feed themselves and choose between water and milk. Older children use big spoons to serve their own lunch. They pour their own drinks and choose their own cutlery. Children learn to make choices, which helps to develop their confidence and self-esteem.

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Children's welfare and wellbeing Expected standard

Leaders prioritise children's mental health and welfare. They adjust daily practice and provide opportunities for children to develop their emotional skills. Children, including those who may face barriers to their learning and/or wellbeing, are given time to self-regulate and spend time exploring the sensory room. This supports children's individual learning needs and helps to build warm and positive relationships. However, there is some inconsistency with routines, which means some children wait for longer periods than is necessary. This affects their wellbeing.

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Curriculum and teaching Expected standard

The inclusive curriculum is designed to meet the interests and needs of the children, including those with special educational needs and/or disabilities. It clearly builds on what children already know and can do. Leaders discuss regularly how the curriculum can be adapted to meet children's individual needs. For example, a new sensory room has been created. This gives all children the opportunity to access a calming space to self-regulate when needed.

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Curriculum and teaching Expected standard

There is a clear focus on communication and language, and staff use resources and books well to support children's learning. Babies repeat single words and giggle as they roll a ball to their friends. They hit the tambourine and sing simple songs, supported by kind and gentle adults. Toddlers splash in the water with skilled staff and use words such as 'swamp' and 'shark' to extend their vocabulary. Children use puppets to retell familiar stories, and squeal with delight as they get to their favourite part. Older children describe how they clean their teeth at nursery and talk about different dinosaurs. Patient staff talk about the nursery rules with a group of children. They ensure that each child feels included and has a chance to speak. Children enjoy learning and generally make good progress from their starting points.

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Curriculum and teaching Expected standard

Children's mathematical and physical skills are typically developed well. Babies count to 3 and sing number songs and rhymes. Older children compare shapes and use words such as 'bigger', 'smaller', 'taller' and 'shorter'. They help lay the table and set out food. Young children use spoons and forks to feed themselves, and older children pour their own drinks. This helps children to grow in confidence and self-esteem. Children are prepared well for their next stage in learning.

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Leadership and governance Expected standard

Leaders have a good understanding of their setting and its context. They are ambitious and put children at the heart of everything they do. Leaders and staff meet regularly to discuss children's individual needs. They have designed an inclusive curriculum to meet the needs of all children, including those with special educational needs and/or disabilities (SEND) and those who may face other barriers to learning and/or wellbeing. Leaders and staff know the children well, and they spend additional funding wisely. For example, staff are trained on sign language to support children with SEND. Parents receive regular updates on children's progress, strengthening home links as well as improving outcomes for children.

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Leadership and governance Expected standard

Leaders have a clear vision on how to move forward. They are swift to identify areas for development and are reflective and insightful. Leaders undertake regular supervision with their staff and identify any learning needs. Staff say they feel supported and receive help and advice to improve their practice. Leaders carefully plan continued professional development to have the most impact on the children. For example, staff are trained in communication and language strategies and use this knowledge to move children on in their learning. Leaders have formed positive relationships with families. Parents say staff are 'absolutely amazing' and are friendly and welcoming. They appreciate the regular communication between home and nursery, including the parent workshops run by staff. Leaders give suggestions on how to teach mathematics at home and help parents prepare their children for school. Leaders handle transitions sensitively and have positive links with local schools.

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Leadership and governance Expected standard

This enables children to typically settle quickly and form positive attitudes to learning.

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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 arrive happy and ready to learn at this welcoming and friendly setting. They are greeted with a smile and are encouraged to make decisions about their learning. Babies giggle as they look at their reflection in a mirror. Older children listen to a story and sing songs and rhymes together. This helps children settle quickly and develop a sense of belonging.

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

Children build secure and trusting relationships with adults who know them well. Leaders have designed an inclusive curriculum that meets the needs of all children, including those who may have specific learning difficulties and/or disabilities. Children enjoy learning outside and mix water and soil in the mud kitchen. They learn how to keep safe in the sun as they run, jump, push and paint. Leaders and staff skilfully adapt learning opportunities to suit children who may face barriers to their learning and/or wellbeing. Children are given opportunities to help serve snack and collect the cutlery. This helps children to develop confidence and self-esteem.

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

Children's communication and language development is supported extremely well. Highly qualified staff interact with children, skilfully moving them on in their learning. Babies hit tambourines and sing rhymes together. Young children learn new words such as 'swamp' and 'shark' in the water tray. Older children discuss brushing their teeth and listen attentively to stories. Children feel included and are prepared well for their next stage in learning.

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

Children learn how to be kind and talk about the rules in nursery. They behave well. Young children work together to make a lion's den out of a cardboard box and decorate it with objects they find in the nursery. They wait their turn as they crawl through the tunnel one by one. Older children wait patiently to serve their own lunch and pour their own drink. They carefully carry their plate to the table and choose where to sit. Children work together and develop independence and perseverance. Children form positive attitudes to learning.

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Next steps

Leaders should ensure that routines consistently support children's wellbeing. Leaders should strengthen transitions to consistently support children's behaviour.

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About this inspection

The inspector spoke with leaders, staff, parents and children during this 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.

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Address:

200 Old Bank Lane Shadsworth BLACKBURN BB1 2HU

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Bumble Bees Nursery (Blackburn) LTD

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Address:

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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