Honey Bees Pre-School

Honey Bees Pre-School NORTON PARISH COUNCIL BUILDING, Norton, DONCASTER, South Yorkshire, DN6 9DW

p.1

Inspection date

Previous inspection date 7 March 2018 8 April 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

 Children have close bonds with their key person and are very happy and settled. They excitably enter the pre-school, happily leave their parents and quickly engage in activities. Staff help children to feel emotionally secure.  Staff use good systems to observe, plan and assess children's progress. They identify gaps in children's learning successfully and take action to support them. Children make good progress from their individual starting points.  Staff provide good support to help all children understand their feelings. Children behave very well. They learn to take turns, share and be kind and respectful to others.  There are strong partnerships with parents. Staff recognise the importance of parents involvement in their children's learning and encourage this well to provide continuity. Parents say that staff are caring and supportive and their children have fun at pre- school.  Managers have high expectations and evaluate the provision well. For example, the

p.1

This provision is good

manager and staff have reviewed the organisation of the environment to optimise the use of the outdoor space to meet children's individual needs effectively.

p.1

It is not yet outstanding because:

 The organisation and pace of group times does not always encourage children to make choices and be more actively involved in their learning.  Staff do not organise some daily routines well enough. They do not make the best use of time. Children are left waiting too long before they move on to the next activity.

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

 review the organisation of group times to encourage children to make choices and be more involved in their learning  organise daily routines more effectively so children are not left sitting and waiting for a long time without anything to occupy them.

p.2

Inspection activities

 The inspector spoke with members of staff and children at appropriate times during the inspection. She held discussions with the manager and directors of the pre-school.  The inspector observed the quality of teaching during activities, indoors and outdoors, and assessed the impact this has on children's learning.  The inspector took into account the views of parents and carers spoken to on the day of the inspection.  The inspector completed a joint evaluation of an activity with the manager.  The inspector sampled a range of documents, including attendance records, evidence of staff suitability checks and those linked to monitoring children's progress and safeguarding children.

p.2

Effectiveness of the leadership and management is good

Safeguarding is effective. Managers and staff have a secure knowledge of safeguarding procedures. They know their responsibility to report any concerns about a child or a member of staff to the appropriate local safeguarding agencies. Managers follow a rigorous recruitment and induction process and continue to assess staff suitability. They support the professional development of staff well. For example, staff attend meetings, supervisions and training. They have recently attended training on how to support children's play. This has resulted in children using activities more effectively. There are good partnerships with professionals and other early years settings children attend to maintain continuity in care and learning. The manager spends extra funding well.

p.3

Quality of teaching, learning and assessment is good

Staff are experienced, well qualified and understand that children learn through play. They know children's interests well and plan activities based on what children enjoy. For example, after noting children's interest in dinosaurs, staff spontaneously challenge their learning further by hiding them in the outdoor environment for children to find. Staff interact effectively with the children. They provide good support for children's language and communication skills. For instance, they ask older children thought provoking questions and help them to recall past events. Furthermore, they extend toddlers vocabulary well. Staff introduce mathematical terms when playing with children, such as the names of shapes, comparing sizes and counting. Young children develop their small- muscle skills well, for example as they use a range of tools to manipulate the play dough.

p.3

Personal development, behaviour and welfare are good

Staff create a welcoming environment. Children are confident and show they are comfortable in their surroundings. Staff promote children's independence and encourage them to complete simple tasks for themselves, such as putting their coats on, pouring their own drink at snack time and helping to tidy away equipment. Staff help children to learn about a healthy lifestyle. They follow good hygiene procedures, have healthy food options at snack time and enjoy plenty of time in the outdoor environment. Children develop a positive awareness of similarities and differences between themselves and others. For instance, they learn about a range of cultural festivals.

p.3

Outcomes for children are good

Children gain the skills they need for their future learning and the eventual move to school. They have fun and enjoy learning. Children's early literacy skills are developing well. For example, they form recognisable letters as they develop their early writing skills and enjoy looking at books. Children develop their creative and problem-solving skills well. For example, they put tubes together so they can play a game of rolling balls through them.

p.3

Setting details

Unique reference number EY467937 Local authority Doncaster Inspection number 1088209 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 16 Number of children on roll 44 Name of registered person Honey Bees Pre-School Community Interest Company

p.4

reference number

Date of previous inspection 8 April 2014 Telephone number 07983 430 476

p.4

reference number

Honey Bees Pre-School registered in 2013 and is managed by Honey Bees Pre-School community interest company. The pre-school employs six members of childcare staff, of whom four hold appropriate early years qualifications, at level 3 and 4. One of the directors of the company holds qualified teacher status. The pre-school opens from Monday to Friday, term time. Sessions are from 9am until 3.45pm. The pre-school receives funding for the provision of free early education for two-, three- and four-year-old children.

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