Sundon Park Bizzie Bees

INSPECTION DETAILS

Inspection Date 07/02/2005 Inspector Name Julie Youngman (TCCI)

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SETTING DETAILS

Day Care Type Sessional Day Care Setting Name Sundon Park Bizzie Bees Setting Address Lealand Youth Wing Lealands High School Sundon Park Road Luton Bedfordshire LU3 3AL

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REGISTERED PROVIDER 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

Sundon Park Bizzie Bees Pre-School is one of three Bizzie Bees provisions in the Luton area. It operates from the Youth Centre on the campus of Lealands Secondary School. There is a large hall available for the children as well as a outdoor playing area adjacent to the building. The Pre-School is registered for 32 children aged under 5 years of whom none maybe under 3 years. The Pre-School supports children from the Sundon Park catchment area and the surrounding locality. The Pre-School provides places for funded three and four year olds. The setting can support children who have special needs or who speak English as an additional language. The group is open from 9.15 a.m. to 11.45 a.m. daily, Monday to Friday during the term time only. The Pre-School can offer places on a variety of sessions and times. Child care ratios will be maintained at all times. The group have three qualified staff and one unqualified staff member, who is

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Information about the setting

working towards a recognised child care qualification. The setting receives support from the PreSchool Learning Alliance, (PSLA), and the Early Years Development and Childcare Partnership (EYDCP).

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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?

The provision for nursery education at Sundon Park Bizzie Bees is acceptable and of good quality. Children are making generally good progress towards the Early Learning Goals. They are making very good progress in Personal, Social and Emotional development, Knowledge and Understanding of the World, Physical development and Creative development. Progress in Mathematical development and Communication, Language and Literacy is generally good. The quality of the teaching is generally good. Staff manage the children well, expect high standards of behaviour and have good relationships with them. They plan in detail an interesting range of activities and have a very clear understanding of the Foundation Stage Curriculum and the value of learning through play. Staff are beginning to use children's records to identify strengths and weaknesses, however, strategies to challenge more able children are not fully developed in communication

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How effective is the nursery education?

language and literacy and mathematical development. The leadership and management of the setting is very good. The staff are a strong united team but with clear leadership structure. The recent developments in the short, medium and long term planning formats and the children's profiles enable staff to monitor and evaluate the curriculum. They meet regularly as a team to evaluate the provision as well as meeting and training in larger groups with staff from similar settings

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How effective is the nursery education?

The partnership with parents is very good. The induction sessions support the parents and carers understanding of the setting. The regular news letters keep them informed on the curriculum in general and the home link books provide a two way method of communication, as well as suggesting activities children can do at home. The approachability of staff, parents' access to their children's records and the individual termly consultations is much appreciated.

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What is being done well?

• Sundon Park Bizzie Bees provides a warm, caring environment where staff and children form good relationships and learning is fun. • Children are well behaved and have a clear understanding of the Bizzie Bee Rules that encourage the children to share, to be kind and considerate to others and to be good listeners • Children explore an interesting and exciting range of objects and materials. They have opportunities to find out about the needs of living things as well as find out about themselves and their families as they use photographs to show their family trees • Children work with small tools and equipment and have the opportunity to be

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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 more physically active as they climb up the ladder and whiz down the slide on the climbing frame. They find out about changes in their bodies as they feel their heart beats before and after energetic play. • Children have good opportunities to explore colour, texture, form and shape, as they paint, draw and make exciting glittery collages. They use their imaginations in interesting and enthralling role-play situations and join in enthusiastically with a range of musical activities and songs. • The setting takes time to give parents and carers a good induction. They also keep them well informed on the their children's individual progress, sharing records with them on a regular basis and using Home Link Books to give suggestions of activities to do at home.

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What needs to be improved?

• The opportunities for the children link sounds and letters, so that they can hear, say and begin to write sounds in spoken words as well as link sounds to letters, including naming and sounding letters of the alphabet. • The opportunities for children to begin to understand mathematical calculations so that they can use language to compare two numbers and through practical activities begin to develop an understanding of addition and subtraction as well as the vocabulary involved.

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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 are enthusiastic and interested as they happily explore all the activities. They form good relationships with each other and adults. The children's behaviour is very good, sitting quietly when appropriate, they are learning to share and take turns. Children confidently access resources and have many opportunities to develop their personal independence.

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COMMUNICATION, LANGUAGE AND LITERACY

Judgement: Generally Good Children and staff engage in many conversations. The children have a good experience of language as they listen to and join in with stories as well as explore books by themselves. They can all recognise their names and some can even write them. The opportunities to link sounds and letters are under developed.

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MATHEMATICAL DEVELOPMENT

Judgement: Generally Good Children benefit from opportunities to count and learn the number names through a range of activities, including the easily accessible number line. They can count to 10 and some well beyond this. They gain good ideas of shape and space as they complete picture dominoes or look at books with a mathematical content. The opportunities for children to compare numbers and find out practically about addition and subtraction are limited.

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KNOWLEDGE AND UNDERSTANDING OF THE WORLD

Judgement: Very Good The children build complex structures with Duplo and explore an interesting range of objects and materials from torches to tape recorders, from water to noodles. They know about every day technology like calculators and telephones. They are learning about a wide rang of cultures as well as their own and finding out about the needs of living things as they feed the goldfish or go on nature walks.

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PHYSICAL DEVELOPMENT

Judgement: Very Good Inside, the children use a range of small implements and tools appropriately, for example, pencils, glue sticks and scissors. Also inside the children can be very physically active as they climb up the ladder and whizz down the slide on the climbing frame. Children join in with planned physical activities and find out about the changes that occur in their bodies as they are physically active. They know about keeping healthy as they enjoy a snack of various fruits.

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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 greatly enjoy the creative activities, using paper and paint and other materials in many collage pictures and paintings. They have opportunities to use their imaginations as they listen to stories or get involved with extended role-play, for example, running a Chinese Take away. Children respond to all the things they see, smell, and touch, for example the many differences between cooked and uncooked noodles. They join in enthusiastically with singing.

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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 good quality overall. Children are making generally 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: THE KEY ISSUES

• Develop more opportunities for the children link sounds and letters so that they can hear, say and begin to write sounds in spoken words as well as link sounds to letters, including naming and sounding letters of the alphabet. • Develop more opportunities for the children to begin to understand mathematical calculations, so that they can use language to compare two numbers, through practical activities begin to develop an understanding of addition and subtraction and the vocabulary involved.

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WHAT THE SETTING NEEDS TO DO NEXT: THE KEY ISSUES

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: THE KEY ISSUES

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

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