Bicknor Bears Day Care Centre

Bicknor Bears Day Care Centre English Bicknor C of E Primary, English Bicknor, Coleford, Gloucestershire, GL16 7PG

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Inspection date

Previous inspection date 12 June 2017 7 May 2015

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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 manager has a clear vision for the ongoing development of the pre-school. For example, she is working towards creating even more opportunities for children to make choices about when to play outside, to extend their learning further.  Staff know how children learn and follow their interests well. For instance, when children show an interest in a globe, staff help them to find countries they have heard of. Children learn that food and weather may differ in different countries.  Staff support children well to feel happy and comfortable. For example, they all come together to say 'good morning'. This helps children to learn the names of other children and to know who is in pre-school each day.  Children are motivated and eager to learn. They readily make links between their play and their previous learning. For example, children know that babies need attention when they cry.

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It is not yet outstanding because:

 Although staff encourage children to think by asking prompting questions, they do not always allow sufficient time for children to think and respond before they provide children with an answer.  Opportunities and resources do not always encourage children's exploration of their own creativity.

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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

 give children more time to think about their responses to questions  provide further opportunities and resources to enable children to more fully explore their own creativity.

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Inspection activities

 The inspector observed care and learning practices indoors and outdoors.  The inspector spoke to parents and took account of their views.  The inspector spoke to staff and children, and took account of their views.  The inspector and the manager carried out a joint observation of practice.  The inspector looked at a range of documents and held a discussion with the manager.

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Effectiveness of the leadership and management is good

The manager continuously observes staff and is quickly able to identify any training needs. For example, she recognised a need to support mathematics outdoors and staff attended training that has helped them to support this more. The manager knows that children need plenty of fresh air and exercise, and ensures that children have daily opportunities to play outdoors in the garden. Children also attend weekly forest school sessions where they learn about the natural environment. The manager monitors children's development well to identify any individual support they need. For example, she ensures that staff take extra time when talking to children who need support to communicate. Safeguarding is effective. The manager and staff know the signs that would alert them to have concerns for a child and the action they should take.

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Quality of teaching, learning and assessment is good

Staff support children well to persevere and overcome challenges. For instance, when younger children use scissors, staff praise children's achievements and determination. Consequently, children remain interested and eager to continue learning. Staff prepare children well for the next stages of their learning. For example, they provide a range of materials that children can squeeze and manipulate with their hands to develop their finger muscles ready for holding a pen and developing their early writing. Staff teach children to take responsibility and to value their environment as they tidy toys away together. Staff praise children's efforts and thank them for their help.

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Personal development, behaviour and welfare are good

The manager and key persons quickly establish strong partnerships with parents when children start at the pre-school. They use information from parents effectively to support a smooth transition from home to the setting, which meets individual children's needs. The pre-school operates from the grounds of the village school and the manager has established a strong partnership with the school. The manager and staff know that this partnership is valuable in making older children's move to school a positive experience. Older children visit the school frequently to share activities. For example, they visit for lunch and story time, and sometimes share outdoor play with Reception-class children.

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Outcomes for children are good

Children separate happily from parents at the start of the pre-school day. They are eager to talk to staff about what they have been doing at home. Children begin to take responsibility for their own welfare. For example, they know that they need to wash their hands before eating and after using the toilet. Children enjoy playing together and show pleasure in the achievements of their friends. For example, when children successfully build a sand castle, others clap their hands and laugh delightedly.

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Setting details

Unique reference number EY397606 Local authority Gloucestershire Inspection number 1094002 Type of provision Sessional provision Day care type Childcare - Non-Domestic Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 8 Total number of places 12 Number of children on roll 14 Name of registered person Bicknor Bears Charitable Trust Committee

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reference number

Date of previous inspection 7 May 2015 Telephone number 01594 860 205

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reference number

Bicknor Bears Day Care Centre registered in 2009. It operates in English Bicknor, Gloucestershire. The pre-school opens from 9am to 3pm on Monday to Friday, with a breakfast club from 7.30am to 9am on Monday to Friday, during term time only. There are four members of staff, three of whom hold relevant qualifications at level 3.

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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.

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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.

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reference number

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reference number

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reference number

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

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