Little Bee’s Day Nursery & Pre-School Ltd

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children and their parents are warmly welcomed into the setting.

Children settle quickly after hanging up their coats, excited to begin their play. Staff ensure the environment is safe for children, visually checking the play areas and ensuring doors and gates are secure. Staff know their key children and understand their needs.

They form close bonds and relationships with the children and their families. Staff support children's learning and development well. They use observations to accurately identify the next steps in children's learning, and know what they want children to learn.

Children build on their l...earning, making good progress as they move through the rooms in the nursery. They acquire the necessary skills before moving on to school.Children develop their communication and language skills.

Staff encourage dialogue as children go about their play. Children have opportunities to practise speaking in sentences. Staff repeat words slowly to improve pronunciation.

Staff support children who speak English as an additional language well. They introduce new words, building on the use of visual aids and expanding the range of vocabulary.Children are excited to learn.

The interesting and accessible range of activities entices them to play. Children behave well as they move around the nursery, inviting their friends into their games.

What does the early years setting do well and what does it need to do better?

The manager has taken steps to bring about improvements since the last inspection, with the support of a stable staff team.

Staff have undertaken training to improve the quality of the curriculum, resulting in a more targeted approach to children's learning.Children have opportunities to develop their physical skills. Babies skilfully pull themselves up and climb upon the sit-and-ride toys.

Older children race against staff in the outdoor area, using a range of vehicles. Children are reminded to rehydrate by drinking from their individual drink bottles.Children with special educational needs and/or disabilities (SEND) are supported appropriately with timely interventions.

Staff work with parents and other professionals, following plans to ensure individual learning needs are met. This ensures all children can develop and achieve to their highest potential.Children are learning to recognise letters and their names.

They look for their names before sitting to eat and find their drink bottles. Children identify the letters in the 'what's in the box' game and when chalking outside.Children are supported by staff to manage their feelings and regulate their emotions.

Staff intervene if needed, to remind children to share and be kind. On the whole, children are learning the skills to resolve conflict independently.Children learn about healthy foods and the importance of good oral hygiene.

They brush their teeth and talk about the foods which can damage teeth. Children know to wash their hands well to wash away the germs. However, staff do not always remind children about the spreading of germs when managing runny noses.

Children develop their independence skills as they use the toilet, wash their hands and take off their outdoor clothes and shoes. Staff support them to unwrap their packed lunches and peel their fruit, encouraging them to persevere. Children respond well to the praise they receive for their accomplishments.

Staff do not always provide children with clear explanations to build on their understanding and learning. For example, they do not explain why something should not be done, such as putting something in their mouth. Staff do not remind children about the dangers of this.

Staff benefit from regular supervision which focuses on children's learning, staff well-being and training needs. However, the manager is still developing the arrangements for monitoring staff practice and completing critical evaluations.Parents are extremely satisfied with the online communication provided to them about how their children are progressing and their time in the setting.

They appreciate the support and guidance given to them by staff, for example in relation to toilet training and language development. Parents value the ideas given to expand children's learning at home.

Safeguarding

The arrangements for safeguarding are effective.

Staff maintain the required records to keep children safe. Accidents are dealt with appropriately and staff understand the importance of the safe administration of medication. Staff demonstrate a sound knowledge of child protection.

They understand the referral process when concerned about a child's well-being. The provider follows safer recruitment processes when determining staff suitability.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: support staff to help children to learn about good hygiene practices and why these are important, in particular when dealing with dirty noses develop children's understanding of safe practices by helping children to be aware of why we do things and giving explanations to help them make sense of our actions strengthen the monitoring of staff practice to elevate the quality of teaching to an even higher level.