Busy Bees Pre-School

Busy Bees Pre-School 62 Greenway Road, Runcorn, Cheshire, WA7 5AF

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Inspection date

Previous inspection date 21 April 2016 23 October 2015

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This inspection: Inadequate 4

Effectiveness of the leadership and management Inadequate 4

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This inspection: Inadequate 4

Quality of teaching, learning and assessment Inadequate 4

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This inspection: Inadequate 4

Personal development, behaviour and welfare Inadequate 4

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This provision is inadequate

 Staff do not have an up-to-date knowledge and understanding of safeguarding issues. This means that children's welfare is not fully protected.  Recently implemented systems for staff appraisal and supervision are ineffective. The manager does not ensure that staff gain an appropriate understanding of how to develop their teaching skills and knowledge through the training provided for them.  The quality of teaching is variable. Children do not receive consistently good support and sufficient challenge to help them make the best progress in their learning.

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It has the following strengths

 Staff work effectively with parents to share strategies to support children's development. When gaps in children's learning are identified, staff work well with external professionals to support children to make progress.  The key-person system is effective. Children develop close relationships with staff, which helps them develop self-confidence and a strong sense of emotional security.  Children behave well in response to staff's clear expectations for their good behaviour.

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What the setting needs to do to improve further

The provision is inadequate and Ofsted intends to take enforcement action We will issue a Welfare Requirements Notice requiring the provider to:

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Due Date

 ensure that all staff have an up-to-date knowledge of safeguarding issues so that all concerns about children's welfare are identified, understood and responded to appropriately 20/05/2016

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Due Date

 implement an effective programme of supervision so that staff are supported to improve their practice and their teaching skills so that children's learning and care are fully promoted. 17/06/2016

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Due Date

To meet the requirements of the Early Years Foundation Stage the provider must:

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Due Date

 ensure staff consistently extend and make the most of learning opportunities so children benefit from exciting and challenging activities to help them make the best progress. 17/06/2016

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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 and discussed this.  The inspector held a meeting with the manager and spoke with staff.  The inspector took account of the views of parents recorded in documentation.  The inspector looked at children's records and a range of other documentation, including policies, action plans and evidence of suitability.

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Effectiveness of the leadership and management is inadequate

Actions set at previous inspections have not been fully met. The manager has made some improvements to the pre-school, such as an increase in the number of staff available with a first-aid qualification. However, other breaches of the requirements have not been addressed. Arrangements for safeguarding are ineffective. Supervision and training have failed to identify or address staff's lack of knowledge of current safeguarding issues. Staff do not know of the changes to the safeguarding and welfare guidance or of the changes made to the safeguarding policy. This means they do not know all of the signs that may indicate when a child is being abused or neglected. This compromises children's safety, welfare and learning. The manager does not monitor staff practice effectively and this contributes to variations in the quality of teaching. The manager has started to evaluate the strengths and weaknesses of the pre-school and gains some feedback from external

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Quality of teaching, learning and assessment is inadequate

Teaching does not support children well enough and they are insufficiently challenged in their learning. Staff do not always allow children time to reflect on ideas and respond. This means that their language and thinking skills are not developed as well as they could be. Although staff support children's emerging mathematical skills through routine activities, such as counting the plates at snack time, they are not always responsive to children's emerging interests during planned activities. For example, children enjoy rolling cars through large tubes. When children make the connection between rolling cars and rolling balls, staff tell them that they cannot play with balls until later in the day. This does not support children's motivation to participate and learn. Children have some opportunities to be independent when managing their needs. They have access to drinking water and can pour their own drinks. However, little use is made of the organisation and routines of the

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Quality of teaching, learning and assessment is inadequate

pre-school to help children develop their independence skills. Staff are sometimes too quick to complete basic tasks for children that they can do for themselves, such as putting on their coats. Staff do provide a range of activities which enables children to use their creativity and develop their manipulative skills. Children enjoy using felt-tip pens to complete the fine detail of their pictures. Staff model new words for children and talk with them appropriately.

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Personal development, behaviour and welfare are inadequate

Children's safety and well-being are not assured because staff lack knowledge of safeguarding issues. However, staff develop close relationships with the children, who seek them out for reassurance when needed. They are calm role models who devote their time and attention to the children. This helps children to feel safe and effectively supports their emotional well-being. Children learn to follow daily routines as staff teach them to wash their hands thoroughly before they eat. Children play outside every day, providing them with adequate chances to enjoy exercise and fresh air. The arrangements for snack time contribute to promoting children's social skills and knowledge of nutritious foods. They sit at tables with staff to eat their snack and discuss the healthy foods they eat. Children enjoy the fruit snacks provided, which contribute to them eating a balanced diet. Children learn about festivals and celebrations in their own and other cultures and begin

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Outcomes for children are inadequate

Children are insufficiently challenged in their learning and development to accelerate their progress, because teaching is not strong. They do not acquire all of the key skills that prepare them well to start school. Children do, however, learn to recognise some letter sounds and numbers, and know the words and actions for number songs and nursery rhymes. Their literacy skills are developing as they become familiar with their favourite books and enjoy listening to stories. Children are independent in their personal hygiene routines. They understand the expectations for behaviour and take turns, share and know how to participate in small-group activities.

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Setting details

Unique reference number 303484 Local authority Halton Inspection number 1031814 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 20 Number of children on roll 39 Name of provider Busy Bee's Pre-School Committee Date of previous inspection 23 October 2015 Telephone number 01928 833 721

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Setting details

Busy Bees Pre-School was registered in 1998. The setting employs four members of childcare staff. Of these, two hold appropriate early years qualifications at level 3 and the manager holds a level 6 qualification. The setting opens from Monday to Friday during school term times. Sessions are from 8.45am until 11.45am and from 12.30pm until 3.30pm. The setting 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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