Busy Bees Pre-school Flitwick

Busy Bees Pre-school Flitwick Flitwick Lower School, Temple Way, Flitwick, BEDFORD MK45 1LU

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Inspection date 30 January 2019 Previous inspection date 9 February 2016

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This inspection: Good 2

Previous inspection: Good 2 Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Outstanding 1 Outcomes for children Good 2

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This provision is good

n Staff use highly sensitive methods to help settle children in the pre-school. Visits are planned to suit the needs of each child, to quickly help them feel extremely safe and happy. n Staff encourage parents to continue to support children's learning at home. For example, they provide resources, such as story sacks and board games, that children can take home to share with their families. n The manager uses a variety of ways to support staff's professional development. Colleagues have opportunities to observe each other and feed back their thoughts and ideas. This helps to strengthen and extend their already good knowledge and understanding of how children learn. n Children enjoy exploring in the stimulating garden. They use headsets to talk to their friends while they move around the space. This helps to encourage children to talk and listen to others. n Staff understand that children learn in different ways. They provide a wide variety of

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This provision is good

equipment and opportunities for children to make marks, helping to support their early writing skills. For example, children enjoy making their marks light up when they use special boards and pens. n Children have excellent opportunities to learn about other communities and languages. For example, staff share some words in different languages with children. These words are familiar to children who speak English as an additional language. n Staff offer challenges to children but sometimes miss opportunities to fully extend children's learning during self-chosen play, experiments and investigations.

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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

n add even more challenges to children's self-chosen play, experiments and investigations.

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What the setting needs to do to improve further

Inspection activities n The inspector observed activities in the playrooms and garden. She spoke to staff and children at appropriate times throughout the inspection. n The inspector held meetings with the manager and chair of the management committee. n The inspector carried out a joint observation with the manager. n The inspector checked the evidence of the suitability of the staff. She viewed a range of documents, including attendance registers and evaluation questionnaires. n The inspector spoke to a small number of parents. She took their views, and those written in letters, into consideration.

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Effectiveness of leadership and management is good

The arrangements for safeguarding are effective. Providers carefully follow the robust procedures they have in place to help ensure staff and new committee members are suitable for their roles. Staff know how to report any concerns they might have about children's welfare. They carry small notebooks in their pockets to help enable them to swiftly write down what they see or hear, assisting them to accurately document conversations and observations. Leaders value information to help evaluate the quality of provision. They seek feedback from staff, parents and children to help them continually make improvements to the pre-school. The manager effectively monitors the progress that groups of children make. This assists her to identify and address any gaps in learning. For example, the manager has successfully introduced targeted intervention for communication and language to support small groups of children.

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Quality of teaching, learning and assessment is good

Children enthusiastically move around the playrooms and garden throughout the day. They select equipment that interests them, returning to favourite activities to help consolidate what they have learned. Children enjoy breaking ice that has formed in the garden. Staff encourage them to talk about what it is made from and what will happen to ice. This helps children learn about the world around them. Staff use the observations they make about children to identify next steps in their learning. This helps them plan focused activities that support children's good progress. Small groups of children enjoy baking biscuits, helping them strengthen their mathematical skills.

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Personal development, behaviour and welfare are outstanding

Staff are excellent role models. They spend time listening to children and gently remind them to share and to be kind to others. This helps children to behave exceptionally well. Children learn how to put on their coats, hats and gloves. They stand in front of a mirror and demonstrate to their friends how to fasten their zips and buttons. This helps them become independent. Children enjoy eating a nutritious snack. A member of staff sits and talks with them while they eat. This helps children rapidly gain confidence to speak in small groups and provides opportunities to learn about the food they eat. The key- person system is highly effective. Staff share information about what children have been doing and take time to find out about family life. For example, when a new baby is due, staff create role-play opportunities and read stories about babies. They talk to children to help find out how they are feeling, assisting children to feel secure and valued.

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Outcomes for children are good

Children are motivated to learn. They confidently engage with their classmates and staff. Given their starting points, all children, including those who speak English as an additional language and those with special educational needs and/or disabilities, make good progress. They learn to recognise numerals and letters, and the most able children confidently write their names. Children have opportunities to use parts of the host school site, helping them become familiar with aspects of school life before they make the move to school.

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Setting details

Unique reference number EY364501 Local authority Central Bedfordshire Inspection number 10074028 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care Age range of children 2 - 4 Total number of places 30 Number of children on roll 38 Name of registered person Busy Bees Pre-school Committee

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reference number

Date of previous inspection 9 February 2016 Telephone number 01525 719222

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reference number

Busy Bees Pre-school Flitwick registered in 2007. The pre-school employs 13 members of childcare staff. Of these, 11 hold appropriate early years qualifications at level 3 or above. The manager holds early years professional status. The pre-school opens from Monday to Friday during school term times. Sessions are from 8.50am until 3.20pm. The pre-school provides funded early education for two-, three- and four-year-old children.

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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.ofsted.gov.uk . 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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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T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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