Three Bears Pre-School

Inspection of Three Bears Pre-School St George's Church Hall, Jumpers Road, Christchurch, Dorset BH23 2JR

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

Children in this pre-school are independent and confident with an eagerness to learn, explore and participate in activities. Children's behaviour is good and they are polite and kind. They develop close relationships with their friends and with the staff.

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The provision is good

Children enjoy planned activities in their key group, based on their interests and on what they already know and can do. For example, they recall from previous cooking activities that yeast makes bread rise and get bigger. Older children use complex vocabulary, such as 'protein' and 'calcium', when they talk about food that is good for them.

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The provision is good

Staff teach children to play safely and follow good hygiene habits. At registration time, children explain how they wash their hands and why. They thoroughly enjoy a juicy watermelon at snack time and sit chatting happily with their friends.

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The provision is good

Outside, children have good learning opportunities. They climb and balance on the physical play equipment, race trucks with their friends and write and draw on the chalkboards, laughing as they use water sprays to wash their chalk marks away.

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need to do better?

n Children learn the 'three bears' rules' from an early age. They proudly describe how to be kind and helpful to each other, and how to share and take turns. Children follow the good role models staff provide and behave very well. n Staff interact positively with children. They speak clearly, introduce new words and listen carefully to what children have to say. Staff place good emphasis on children's language development, using additional strategies to help those who are still developing their speech to catch up. n There is very good support for children with special educational needs and/or disabilities. Key staff liaise closely with the area coordinator and other professionals to set targets for development. Staff take care to adapt activities and the environment to meet the needs of children who need extra help effectively. n Staff working with younger children sometimes focus too closely on activities

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need to do better?

that provide too much challenge, rather than supporting children's personal, social and emotional development more effectively. At times, the move from one activity to another means that younger children spend quite a lot of time lining up and waiting. n The provider and her deputy meet with staff regularly to discuss their practice, talk about their key children's development and identify any areas for their professional development. Staff have regular opportunities to develop their skills.

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need to do better?

15 October 2019 For example, the management provides team in-house and external training. n The partnership with parents is a particular strength of the setting. There is very good communication between staff and parents, and effective two-way communication about children's development at home and in the setting. Parents acknowledge that staff prepare children well for the move to school. n Children enjoy using a broad range of good-quality resources, both indoors and outside. However, images of cultural diversity and disability to support children's understanding of the wider world are limited. n Staff make story time an adventure. Children listen eagerly to the well-read story and enthusiastically join in with remembered lines. This enjoyment and love of books spills over into their free play, where they enjoy reading books alone or with a friend. n Children enjoy their learning and make good progress. Overall, staff understand

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need to do better?

what they need to learn next and plan activities they know children will enjoy. For example, following their interest in the changing season, children make autumn pictures with leaves and paint.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Managers ensure they keep up to date with safeguarding matters and almost all staff have attended training. They are very clear about how to recognise when a child may be at risk and know how to record and refer any concerns. The management team follows safer recruitment procedures to ensure staff are, and remain, suitable to work with children. The learning environment is safe and secure. Children understand that behaving safely, such as walking inside with 'kind feet', helps to keep them and others safe.

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should:

n monitor staff practice for those working with the youngest children to help them focus more effectively on children's personal, social and emotional development and adapt activities and routines to enhance children's experiences n review the provision and use of resources and activities that help children learn about the diversity of the world around them.

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Setting details

Unique reference number EY312682 Local authority Bournemouth, Christchurch & Poole Inspection number 10069287 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register Day care type Full day care Age range of children 2 to 3 Total number of places 40 Number of children on roll 76 Name of registered person Carter, Nicola

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reference number

Telephone number 07917 820040 or 01202 496163 Date of previous inspection 26 November 2014

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Information about this early years setting

Three Bears Pre-School registered since 2005. It operates from two rooms in St George's Church Hall in Christchurch, Dorset. The pre-school opens five days a week during school term times, from 8am to 3pm. It receives funding for the provision of free early education for children aged two, three and four years. The pre-school employs seven members of staff, the majority of whom hold early years qualifications.

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Inspection activities

n The deputy showed the inspector around the pre-school and discussed the aims and objectives of the pre-school. n The inspector observed the children and staff throughout the inspection to check how the activities provided help children make progress. n The deputy and the inspector observed an activity together and discussed its success and areas for development. n The inspector spoke to parents, children and staff at appropriate times during the inspection. n The inspector checked first-aid certificates and documents relating to staff suitability.

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Inspection activities

We carried out this inspection 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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Inspection activities

15 October 2019 regulates and inspects to 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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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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