Buzby Mae Pre-School

Buzby Mae Pre-School St Johns Church Hall, St Johns Road, Harpenden, AL5 1DJ

p.1

Inspection date

Previous inspection date 19 February 2018 13 October 2017

p.1

3

Effectiveness of the leadership and management Requires improvement Quality of teaching, learning and assessment Requires improvement Personal development, behaviour and welfare Requires improvement Outcomes for children Requires improvement

p.1

This provision requires improvement. It is not yet good because:

 Staff do not keep a daily record of the children’s hours of attendance.  Staff do not share information with staff at all other settings that children attend to support their continuity of learning.  Staff do not consistently consider children’s individual learning preferences to support them to concentrate and engage in meaningful learning experiences that help them to make good progress.  Opportunities for parents to support and share information about their children's learning and development at home are not fully explored.  Staff miss opportunities to support children to develop their independence and take responsibility for their personal belongings. The manager and staff do not rigorously reflect upon the provision they offer children.

p.1

It has the following strengths

 The manager has successfully addressed the actions and recommendation raised at the previous inspection. Staff effectively use their observations and assessments of children within their flexible planning to incorporate children’s individual next steps in learning.  Children form warm bonds with their key person and all members of staff. Children welcome their interaction in their play and are eager to share previous experiences, such as how they made pancakes with their family over half term break.  Children participate a range of interesting activities. They explore the texture of oats, cereals and blueberries with their hands. Children mix these together to create a different texture. Staff encourage them to use descriptive words to explain how it feels

p.1

What the setting needs to do to improve further

To meet the requirements of the early years foundation stage and the Childcare Register the provider must:

p.2

Due Date

 improve partnerships with all other providers that children attend so that information about children's achievements and next steps in learning is shared to support their continuity of learning and development 05/03/2018

p.2

Due Date

 implement and maintain an accurate daily record of children's hours of attendance 05/03/2018

p.2

Due Date

 ensure that activities and experiences consistently take into account the ways in which individual children learn. 05/03/2018

p.2

Due Date

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

p.2

Due Date

 help children to develop their independence and take responsibility for their own belongings  explore methods to further encourage parents to share information about their children's learning and development at home  review the ongoing methods for self-evaluation to ensure weaknesses are accurately identified and swiftly addressed to continually promote the best possible outcomes for children.

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 spoke with staff and children at appropriate times during the inspection.  The inspector completed a joint observation with the manager.  The inspector held a meeting with the manager. She looked at relevant documentation and evidence of the suitability of staff working in the pre-school.  The inspector spoke to parents during the inspection and took account of their views.

p.2

Effectiveness of the leadership and management requires improvement

The manager is not aware of her responsibility to keep an accurate daily record of children's hours of attendance. However, children are not at significant risk. The manager keeps an ongoing record of children in attendance so that they are accounted for in the event of an emergency evacuation. Partnerships with all other providers that children attend are not robust. Staff receive regular supervision meetings and have training opportunities to support them to update their skills. Self-evaluation is not rigorous enough to successfully identify weaknesses in practice and breaches in requirements. The manager regularly monitors children's progress and addresses any gaps in children's learning. The arrangements for safeguarding are effective. The manager and staff demonstrate good understanding of how to identify and act upon any concerns about children's welfare.

p.3

Quality of teaching, learning and assessment requires improvement

The quality of teaching is not consistently good. For example, staff do not always respond to children who prefer to learn outdoors. Parents appreciate the ideas that staff provide to extend their children's learning at home. However, staff have not explored opportunities for parents to share information about their children's ongoing achievements at home. Staff use spontaneous opportunities to support children's learning. For instance, when children find a worm in the outdoor area they help them to understand the importance of carefully handling living things. Children are fascinated as they watch the worm move and burrow into the soil. Group story time is a positive experience for children. Staff make stories come alive, immediately capturing children's attention. Children join in with repeated refrains and move around re-enacting the story.

p.3

Personal development, behaviour and welfare require improvement

Staff do not consistently encourage children to 'have a go' at doing things for themselves. For example, some staff put on and take off children's outer clothing for them and clear away children's lunchboxes. Children demonstrate friendly and respectful relationships. They welcome each other to join in their play and listen to their ideas. Weekly forest school sessions help children to understand why behavioural boundaries are in place to keep them safe. Children develop physical skills and grow in confidence as they carefully balance on stepping stones.

p.3

Outcomes for children require improvement

Children use mathematical language, such as 'big' and 'small'. They are self-motivated individuals. Children persevere at joining different shaped blocks together to create a structure. Children recognise their own name and some other letters of the alphabet. However, not all children are making good ?progress. This means that some children do not acquire enough of the skills required in preparation for their next stage of learning.

p.3

Setting details

Unique reference number EY498920 Local authority Hertfordshire Inspection number 1116369 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 - 4 Total number of places 20 Number of children on roll 20 Name of registered person Buzby Mae LTD

p.4

reference number

Date of previous inspection 13 October 2017 Telephone number 07526789730

p.4

reference number

Buzby Mae Pre-School registered in 2016. The pre-school employs seven members of childcare staff. Of these, four hold appropriate early years qualifications at level 2 or above. The pre-school opens term time only from 8.30am until 3.30pm, Monday, Tuesday and Thursday. On Friday it opens from 8.30am until 1.15pm.

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