Busy Bees Day Nursery at Preston Ashton House

Busy Bees Day Nursery at Preston Ashton House Ashton Park, Pedders Lane, Ashton-on-Ribble, Preston, PR2 1HL

p.1

Inspection date

Previous inspection date 12 December 2016 22 September 2014

p.1

This inspection: Good 2

Effectiveness of the leadership and management Good 2

p.1

This inspection: Good 2

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Good 2

Personal development, behaviour and welfare Good 2

p.1

This provision is good

 Staff establish strong and respectful partnership working with parents and other professionals to help meet the needs of children. The views of parents and children are sought regularly in evaluation and used to drive improvements across the nursery.  Staff use a variety of ways to promote information sharing. They provide support and guidance to help parents to continue children's learning at home. This helps all children to make good progress, including those who have special educational needs and children who speak English as an additional language.  Staff encourage children to play, explore and investigate. They follow children's interests well and effectively plan for what each child needs to learn next.  Children are given a warm welcome by the friendly and approachable staff. This helps children to settle easily, form strong bonds with their key person and develop confidence and independence.

p.1

It is not yet outstanding because:

 At times, children's concentration and engagement are interrupted due to the noise levels in some of the rooms.  The programme of staff training, monitoring and supervision is not being used to maximum effect to review the impact this has on the quality of teaching and learning.

p.1

What the setting needs to do to improve further

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

p.2

What the setting needs to do to improve further

 maximise even further opportunities for children to develop their concentration, engagement and learning  build on the programme of staff training, monitoring and supervision and review the impact this has on the quality of teaching and learning.

p.2

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 nursery manager.  The inspector looked at children's records, planning documentation and evidence of the suitability of staff working in the nursery. She looked at a range of other documentation, including policies and procedures and the nursery's self-evaluation.  The inspector spoke to a small number of parents during the inspection and took account of their views.  The inspector spoke to members of staff and children at appropriate times during the inspection and held meetings with the manager, regional director and childcare coordinator.

p.2

Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. Staff have a robust understanding of child protection issues and are confident in their responsibilities in following the relevant safeguarding procedures. Staff understand what to do if they are worried about the safety and welfare of a child. They are deployed effectively to supervise children well and ensure ratios are maintained to help keep children safe. The manager has high expectations of the staff and the achievements that children make. Additional funding is used effectively. Staff have used accurate assessments to help identify gaps in the progress of some children's mathematical skills. They have provided parents with resources to help them to continue children's learning at home. This has significantly helped gaps in children's learning to close.

p.3

Quality of teaching, learning and assessment is good

The vibrant and enthusiastic staff know children well. Most of the time, they effectively engage children in purposeful conversations and use prompts and gestures to support language well. Children confidently use a range of verbal and non-verbal communication skills to share their thoughts and ideas. Babies enjoy moving their bodies to music and copying the repetitive sounds and words of the songs. Older children make predictions and use puppets and props to retell the story. Children develop good investigation, problem solving and critical-thinking skills. For example, older children use blocks in different ways, they line them up, balance on them and make towers. Younger children show curiosity as they explore the different toys. Overall, children work out how things work and keep on trying as they experiment using different media and materials. They are keen to search for the letters in the sand. Staff use a range of effective methods as they

p.3

Quality of teaching, learning and assessment is good

give clues and prompts to help children work out what the letters are.

p.3

Personal development, behaviour and welfare are good

Staff invite parents to share information about children's care needs and interests. This helps them to get to know children well and effectively support their physical and emotional well-being from the start. Staff promote children's independence skills well. They are good role models and give clear and consistent reminders of expectations. This helps children to understand how to behave. They are kind and caring and play cooperatively together. Resources are planned so that children can make choices and explore them freely. Children are inquisitive and show a strong sense of belonging. They develop a growing understanding of how to keep themselves safe. For example, as they carefully cross the car park to the play area and use tools and equipment safely. Children learn to make healthy choices and develop good self-care skills. They thoroughly enjoy playing energetically, such as outdoors, and develop confidence in their physical skills.

p.3

Outcomes for children are good

All children are active, curious and enthusiastic learners. They are eager to join in activities and contribute their views and experiences with others. Children enjoy good relationships with staff and their peers and have good levels of confidence and self- esteem. All children acquire the skills they need for their move on to school.

p.3

Setting details

Unique reference number 309355 Local authority Lancashire Inspection number 1079392 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 9 Total number of places 161 Number of children on roll 147 Name of registered person Busy Bees Nurseries Limited

p.4

reference number

Date of previous inspection 22 September 2014 Telephone number 01772 726696

p.4

reference number

Busy Bees Day Nursery at Preston Ashton House was registered in 1994. The nursery employs 43 members of childcare staff. Of these, 29 hold appropriate early years qualifications to at least level 2. This includes one member of staff with qualified teacher status, 15 staff hold a qualification at level 3, one holds a qualification at level 4 and two hold a qualification at level 5. The nursery opens from Monday to Friday all year round, except for bank holidays. Sessions are from 7.30am until 6pm. The nursery provides funded early education for two-, three- and four-year-old children. It supports a number of children who speak English as an additional language and children who have special educational needs.

p.4

reference number

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.

p.4

reference number

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.

p.4

reference number

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.5

reference number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

p.5

reference number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

p.5