Honeybee's Day Nursery & Pre-School

Honeybee's Day Nursery & Pre-School Cottage Garden Nursery, Uffculme Road, Cullompton, EX15 2SA

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Inspection date

Previous inspection date 8 November 2017 Not applicable

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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 shows a dedication and commitment to providing children and their families with the best possible provision. She accurately tracks the progress of children to identify any patterns in their learning. For example, she has informed staff of the need to focus more on literacy, to ensure children receive frequent opportunities to develop their early reading and writing skills.  Staff know the children well and develop caring and respectful relationships with them. Children feel welcome and safe, and settle in quickly. They arrive at the start of their session confidently and happily, and greet staff eagerly.  The provider and staff create a stimulating environment for children that caters well for all areas of learning. In particular, children benefit from the wide range of experiences outside, where they choose to play and explore in the fresh air for much of the session.  Staff are skilled at introducing mathematical themes to children's play, to provide

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This provision is good

frequent opportunities for them to learn to count, recognise numbers and shapes, and to measure. All children make good progress in their learning.

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It is not yet outstanding because:

 Although the provider offers general support for staff, she does not evaluate staff practice as rigorously as she could, to raise the quality and consistency of teaching even further.  Staff do not always offer older children the time and encouragement to think about and work things out for themselves, to help them become more inquisitive and make links in their learning.

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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

 monitor staff practice even more rigorously and provide targeted support to enhance the quality and consistency of teaching  provide more opportunities for the oldest children to think about and solve problems, to support their growing curiosity.

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Inspection activities

 The inspector observed adult-led activities and children's self-chosen play, and viewed the available resources and play areas.  The inspector carried out a joint observation with the provider to evaluate the quality of teaching and learning.  The inspector spoke with children, their parents and staff during the inspection, to take into account their feedback.  The inspector held meetings with the provider at appropriate times during the inspection.  The inspector sampled a range of documentation, including self-evaluation, children's learning records and suitability checks for staff.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The provider ensures that staff keep their safeguarding knowledge up to date, so they have a clear understanding of how to recognise when a child's welfare is at risk and the appropriate action to take. The provider implements clear recruitment systems and routinely assesses staff suitability. Staff are eager to continue to strengthen their teaching skills, and use the ideas and knowledge gained through the completion of qualifications and training. For example, they have learned strategies to help children learn to read and now use these daily. Children enjoy these activities and are keen to participate, such as enthusiastically doing the accompanying actions to the songs that staff sing, as they match sounds with letters. The provider evaluates the setting effectively. For instance, they have successfully increased opportunities for children to measure, pour and build models indoors by adding a large sand pit.

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Quality of teaching, learning and assessment is good

Staff accurately observe and assess children's development, and use this information to plan for each child's next steps in learning. Children are motivated to learn and explore. For example, toddlers confidently show staff that they can complete inset puzzles without help, and pre-school-aged children mix paint to create different colours. Babies have plenty of space to move around and learn to walk. Staff skilfully support all children's listening and speaking skills. For instance, they model simple sentences for younger children and repeat their sounds and words, and extend older children's vocabulary, such as teaching them the word 'pipette'. Staff form positive relationships with parents and keep them up to date with children's learning, to enable them to work closely together. For example, staff and parents share behaviour management strategies to help children to learn the boundaries, to support children's social and emotional development well.

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Personal development, behaviour and welfare are good

Staff know children's individual preferences and work flexibly to ensure they can provide for these. For example, staff in the baby room swap duties with each other to enable members of staff with particularly strong bonds with certain children to soothe them when they are upset. Children are friendly and caring, and look after each other. For instance, they know to divide and share out the play dough into small amounts so all their friends can join in. Staff routinely encourage children to take responsibility for their own care needs, such as talking them through the process of how to put on their coat.

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Outcomes for children are good

Children gain good skills that prepare them well for the next stage in their learning and starting school. For example, older children learn to recognise their written name and to use a computer to play games. Toddlers learn to use scissors as they cut out pictures with the close supervision of staff. All children develop good independence, for example, babies learn to use cutlery at mealtimes and older children competently use knives to prepare fruit for their snack.

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Setting details

Unique reference number EY491178 Local authority Devon Inspection number 1024806 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 1 - 4 Total number of places 30 Number of children on roll 44 Name of registered person Honeybee's Day Nursery & Pre-School Limited

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reference number

Date of previous inspection Not applicable Telephone number 01884 798150

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reference number

Honeybee's Day Nursery & Pre-School registered in 2015. It operates from a purpose- built, single-storey premises in Cullompton, Devon. It is open each weekday from 7.30am to 6pm for 51 weeks of the year. The setting receives funding for the provision of free early education for children aged two, three and four years. A team of nine staff work with the children. The manager holds a relevant degree, four staff hold level 3 qualifications and four staff hold level 2 qualifications. An administrator supports the running of the setting.

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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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