Busy Bees Pre-School

INSPECTION DETAILS

Inspection Date 05/10/2004 Inspector Name Mandy Gannon

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SETTING DETAILS

Day Care Type Sessional Day Care Setting Name Busy Bees Playgroup Setting Address 1st Kingsclere Scout Den Strokins Road, Kingsclere Newbury Berkshire RG20 5RH

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REGISTERED PROVIDER DETAILS

Name The Committee of Busy Bees Playgroup Committee 1035074

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ORGANISATION DETAILS

Name Busy Bees Playgroup Committee Address The Scout Hut Strokins Road, Kingsclere Newbury Berkshire RG20 5RH

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ORGANISATION DETAILS

This inspection was carried out under the provisions of Section 122 of the School Standards and Framework Act 1998

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ABOUT THE INSPECTION

The purpose of this inspection is to assure government, parents and the public that the nursery education for funded three and four year old children is of an acceptable quality. Inspection of nursery education also identifies strengths and weaknesses so that providers can improve the quality of educational provision and help children to achieve the early learning goals (elgs) by the end of the Foundation Stage. This inspection report must be made available to all parents. If the setting has been inspected previously, an action plan will have been drawn up to tackle issues identified. This inspection, therefore, must also assess what progress has been made in the implementation of this plan.

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Information about the setting

Busy Bees Playgroup has been operating in Kingsclere since 1996. It is located in the Scout Hut in the centre of Kingsclere and serves the surrounding villages. The group runs 10 sessions a week. The provision is open Monday - Friday from 09:15 - 11.45 and 12:30 - 15:00. Currently there are 90 children on role; 26 children at any one time. The pre-school is in receipt of government funding for 3 and 4-year-old children and has currently 31 3-year-olds and no 4-year-olds receiving funding. There are currently three children being monitored for special educational needs and the group has consideration for children who have English as an additional language. Nine members of staff work at the pre-school. Seven members of staff are qualified and many have experience of working at the group for several years. All staff currently hold First aid certificates. The group receive support from the local authority.

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Information about the setting

This inspection was carried out under the provisions of Section 122 of the School Standards and Framework Act 1998

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How effective is the nursery education?

Busy Bees pre-school offers provision which is acceptable and of high quality. Children are making very good progress towards the early learning goals in all areas of learning. The quality of teaching is very good. Staff work well together as a team to provide an exciting, varied range of activities which keep children involved and interested. Staff plan effectively to cover all areas of learning and have a good understanding of the foundation stage, early learning goals and how children learn. Staff make regular observations to plan the next steps in children's learning and staff evaluate activities, although these are sometimes insufficient. Leadership and management is very good. The staff work closely together as a team; relationships are good. Individual strengths are valued; appraisals are completed and training and development is encouraged. Much of the success of the setting is due to a well structured management system and a shared understanding

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How effective is the nursery education?

of commitment to early years is clearly visible. Partnership with parents is very good. Parents feel well informed of the provision through newsletters, notice board, committee and talking to staff, who they find very approachable. Staff keep them well informed of their child's daily activities and progress through daily diaries and reports on a regular basis.

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What is being done well?

• Children relate well to each other and adults. They are well behaved and share toys. They sit still and express their ideas. They are developing their independence through opportunities and encouragement, for example, helping at snack time. • Children learn to recognise letters and are confident in using writing in everyday activities. Children listen to stories told in a variety of ways and with visual props. They are confident in finding their names and have opportunities to read familiar words. Labels are in place around the room and children find their named tray. • Staff provide parents with information about the setting, policies and procedures. They share information and parents are involved in their children's learning. The group have recently introduced daily diary sheets which gives parents information on how their child has settled and what they have been doing during the session. • Staff have a secure knowledge of the foundation stage and this is shown in

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What is being done well?

activities plannned,curriculum plans and discussions with staff. • Much of the success of the setting is due to a well structured management

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What is being done well?

This inspection was carried out under the provisions of Section 122 of the School Standards and Framework Act 1998 system. A shared understanding of commitment to early years is clearly visible. The team work well together and staff are actively encouraged to attend training.

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What needs to be improved?

• detailed evaluations on activities in the educational programme, to progress further the current high level of provision.

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What has improved since the last inspection?

The pre-school has made very good progress towards addressing the point for consideration from the previous inspection. At the last inspection the groups point for consideration was to provide opportunities for children to develop skills in information and communication technology to support their learning. The children have access to a computer with suitable appropriate software which they are gaining in confidence to use, electronic tills which they use in role play area, programmable toys and electronic calculators.

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What has improved since the last inspection?

This inspection was carried out under the provisions of Section 122 of the School Standards and Framework Act 1998

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PERSONAL, SOCIAL AND EMOTIONAL DEVELOPMENT

Judgement: Very Good Children relate confidently to each other and adults. They are well behaved and share toys and resources. Children show good concentration skills and express their needs and ideas confidently to adults. They are developing independence skills and can work independently at a variety of activities. Children are praised and encouraged by the staff in their work and play building their self-confidence and self-esteem.

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COMMUNICATION, LANGUAGE AND LITERACY

Judgement: Very Good Children interact and talk with each other and adults. Children negotiate with others and show an awareness of the listener. They listen and respond to stories and show interest, often enjoying visual props to aid their learning. Children are developing confidence in finding their names and beginning to understand that print carries meaning. They are given opportunities to practise emergent writing and to read names and other familiar words.

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MATHEMATICAL DEVELOPMENT

Judgement: Very Good Children use mathematical methods to solve practical problems, such as when playing with seeds and pulses. For example, a child got a lorry from the car mat and started filling it with lentils and rice. Another child got a larger lorry and they tipped between the two, learning about capacity, when it was full and which needed more. Children show an early understanding of calculation through practical activities, such as at snack time. They use everyday play situations to count.

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KNOWLEDGE AND UNDERSTANDING OF THE WORLD

Judgement: Very Good Children are confident in designing and making skills. They use a range of recycled materials, construction activities and play dough to extend their skills. Children talk confidently about personal events in their own lives and in their community through visits to their village church and sharing harvest. They are becoming aware of other cultures and traditions through practical activities and resources available.

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PHYSICAL DEVELOPMENT

Judgement: Very Good Children access a range of tools and activities to enhance their physical development. They develop confidence in balancing and climbing. They have access to their own outside garden where they have a good variety of activities including bikes, parachutes, bats and balls. The children are independent and show good awareness of basic hygiene. Many of the children are able to control pencils, pens, scissors with a good range of activities to encourage and develop small manipulative skills.

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PHYSICAL DEVELOPMENT

This inspection was carried out under the provisions of Section 122 of the School Standards and Framework Act 1998

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CREATIVE DEVELOPMENT

Judgement: Very Good Children experience a good range of resources and activities to explore a variety of media and materials. Children express their ideas freely through a good range of activities including role play, creative ideas and music. Children are involved in activities that give them opportunities to respond to a range of experiences. They have opportunities to cook and use their senses to listen to the sound of rice and "what does it sound like, what does it feel like?".

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Children's spiritual, moral, social, and cultural development is fostered

This inspection was carried out under the provisions of Section 122 of the School Standards and Framework Act 1998

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OUTCOME OF THE INSPECTION

The provision is acceptable and is of high quality. Children are making very good progress towards the early learning goals. The next inspection will take place in three to four years time.

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WHAT THE SETTING NEEDS TO DO NEXT

There are no significant weaknesses to report, but considerations should be given to improving the following: • There are no significant weaknesses to report, but consideration should be given to improving the following: • maintain the current high level of provision by continuing to review planning with detailed evaluations on activities in the education programme.

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WHAT THE SETTING NEEDS TO DO NEXT

The provider must draw up an action plan within 40 working days of receipt of this report showing how the key issues detailed above will be addressed. The action plan must be made available to all parents and to the Local Authority if required. An evaluation of the action taken will form part of the next inspection of funded nursery education.

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WHAT THE SETTING NEEDS TO DO NEXT

This inspection was carried out under the provisions of Section 122 of the School Standards and Framework Act 1998

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