Busy Bees Preschool

Busy Bees Preschool Buglawton CP School, Buxton Old Road, Congleton, Cheshire, CW12 2EL

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Inspection date

Previous inspection date 8 March 2016 10 November 2011

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 The provider, manager and staff team demonstrate a strong commitment to promoting the highest standards of care and learning for children. They provide activities with varying levels of challenge, taking into account the differing needs of the children who attend. This helps all children to be highly motivated learners.  Children's personal, social and emotional development are given high priority by staff. Staff consistently manage children's behaviour to help them develop an understanding of right and wrong. Children's independence is well fostered.  Self-evaluation systems are thorough and take into account the views of staff, children and parents. Plans for improvement are well targeted and achievable.  Staff talk to the children in a very respectful and calm manner. Children make friends and learn to manage their own behaviour extremely well. The key-person system supports children to form very close relationships which helps them feel safe and

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This provision is good

secure and ready to learn.  Partnerships with parents, other early years providers and external professionals are a key strength of the nursery. This effectively contributes to consistency and continuity of care and learning and children are well supported as they transfer to other settings, including school.

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It is not yet outstanding because:

 Activities for younger children identified with communication and language needs are not meticulously planned to extend and challenge their speaking skills even further.  Occasionally, staff do not organise activities to give children the support they need to maximise their learning opportunities.

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What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

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What the setting needs to do to improve further

 strengthen the planning for children's next steps in learning with precise plans to extend and challenge younger children's speaking skills even further  review the organisation of activities so that children consistently receive high levels of support and interaction, in order to make the best possible progress in their learning.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and outdoors, and assessed the impact this has on children's learning.  The inspector completed a joint observation with the manager of an activity that children were engaged in.  The inspector held a meeting with the manager and looked at relevant documentation, such as the self-evaluation and evidence of the suitability of staff working in the pre- school.  The inspector spoke to children and spoke to parents during the inspection and took account of their views.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. Staff understand their role in helping to keep children safe and secure. They have a very good understanding of procedures to follow should they be concerned about the welfare or safety of a child. The manager is enthusiastic and extremely committed. She has worked hard to manage recent changes to the staff team and to maintain the high standard of care and learning. The manager meets regularly with staff to discuss and monitor their practice. The manager and staff actively seek further training opportunities to participate in to help them in improving their knowledge and skills. As a result, the experienced and well-qualified staff team has a very positive impact on children's learning. The manager closely monitors the progress of all children by meeting regularly with staff and examining detailed assessment records. Gaps in children's learning are quickly identified, so that additional support and intervention

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Effectiveness of the leadership and management is good

from other professionals can be secured, if necessary. Additional funding is used well to support children's learning.

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Quality of teaching, learning and assessment is good

Staff expertly support children's independence and self-confidence. Staff recognise and follow each child's lead and motivation for learning. They ask open-ended questions to extend children's play and encourage their thinking skills. Challenging and exciting experiences are provided that encourage children's approach to learning. Children investigate the different ways in which they can write, using fingers, sticks and brushes. Staff encourage children to be inventive and independent. Children talk about shape and numbers and colour. They share and discuss home experiences with each other. They sing songs with actions and use signing. Children listen carefully to new words and phrases during an imaginary visit to the vet or doctor, as they put on stethoscopes and white coats, asking staff if they are ill. In these role-play situations children are well supported by staff to successfully develop the vital skills they need for their next steps in learning,

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Personal development, behaviour and welfare are good

The relationships between staff and children are strong. Staff understand children's needs and interests in depth. Children behave well because they are busy and engrossed in their play. Children investigate and explore the outdoor area with enthusiasm. They gain a sense of independence through the accessible environment and through tasks that encourage them to do things for themselves. They are supported very well with their transitions within the pre-school and their move to school. Staff are good role models and play alongside children to teach them to understand how to share and take turns.

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Outcomes for children are good

All children make good progress from their starting points and outcomes for them are good. Consequently they are ready for school or the next stage in their learning.

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Setting details

Unique reference number 305322 Local authority Cheshire East Inspection number 867586 Type of provision Sessional provision Day care type Childcare - Non-Domestic Registers Early Years Register Age range of children 2 - 4 Total number of places 26 Number of children on roll 43 Name of provider St John's Church Committee Date of previous inspection 10 November 2011 Telephone number 07931 660298

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Setting details

Busy Bees Preschool was registered in 1992 and is managed by a voluntary committee. The pre-school employs seven members of childcare staff. Of these, two have a qualification at level 6, one at level 5 and four hold a qualification at level 3. The pre- school is open from 8.45am to 3pm, Monday to Friday, during term time only. The pre- school provides funded early education for two-, three- and four-year-old children.

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Setting details

This inspection was carried out by Ofsted 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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Setting details

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection.

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Setting details

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Setting details

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Setting details

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