Busy Bodies Pre-School

Inspection of Busy Bodies Pre-School The Branksome, St Aldhelm Centre, Poole Road, Poole, Dorset BH12 1AD

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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 benefit from the strong partnership working between staff and parents. Training, support and advice for parents has had a big impact on their skills and confidence as parents and educators. For example, a recent training evening has helped to make parents more aware of the negative impact dummies can have on children's developing communication and language. Parents were asked to read a story as they sucked on a lollipop, helping them to experience and understand the difficulties children face when trying to learn to talk with a dummy. Staff worked closely with parents to help reduce their use and have noticed the positive impact this has had on some children's speech and language.

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The provision is good

Children are happy and form strong relationships with their peers. They receive clear, sensitive and highly supportive input from staff to help them learn to understand the needs of others, and the impact of their behaviour on their friends. For example, staff get down to the children's level and show them an unhappy face on the picture cards that they use as visual cues, to help communicate with children. Staff use simple language and explain why snatching a toy is not kind, allowing children time to absorb the information. This enables children to think about their actions, return the toy, and receive a happy face picture card. Children show they are beginning to understand staff's expectations and how to play safely and harmoniously with others.

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need to do better?

n Staff are very sensitive and caring. They help children to settle at the start of each session, sharing and seeking information from parents about their key children. Children are confident and active, engaging in activities of their choice. Most children communicate their needs well. They are independent and persevere to achieve. There are clear links between the aims of the curriculum and what parents notice as the main achievements in their children's progress. n Children have a very caring attitude towards others and are helpful. For example, they peel fruit for their friends at snack time and make sure they use the slide safely. Children find chairs for the regular visitors who visit them from a local residential care home. Children put on a show and engage the visitors in activities such as reading, ball games and singing. Children adapt their behaviour very well when their older friends are present. They become calmer and show

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need to do better?

they understand their needs, forming positive and beneficial relationships with others in their community. n Children persevere well in their tasks and enjoy some challenges. For example, they learn to take safe risks on the slide, as they try different positions to go down. They learn to use a safety knife to cut up fruit and vegetables at snack time. When outdoors, they push a car tyre up the slide, trying different ways to

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need to do better?

16 October 2019 succeed. However, staff do not always use the knowledge they have about children's next steps to challenge them more consistently during their play and planned activities. n Staff receive good support from the management team to develop their skills and share their ideas. They feel valued and have good opportunities to attend training to improve the quality of their teaching. This has led to staff recognising the benefits of supporting boys' learning and how to work more effectively with parents. There are clear plans for future training to help staff learn more about intergenerational relationships and the benefits to children and the older generation. n Children engage well in their play. However, at times during the day, the noise levels increase, which makes it difficult for children to concentrate and engage more deeply in their play and conversations, particularly for those children who

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need to do better?

learn English as an additional language. n The management team uses self-evaluation very well to bring about effective changes. This has led to very successful home visits, where staff develop a positive relationship with parents and their children early on. This helps staff to identify any areas where they can offer increased support and advice and ensures children settle with ease. Staff are well informed about how to meet the children's individual needs, and parents are reassured about what to expect. Parents speak very highly of the fantastic support and input they receive. n There is scope to further support children who speak English as an additional language in the development of their early communication and language skills.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Staff and the designated safeguarding lead have a secure knowledge and understanding of safeguarding matters. They are clear about signs and symptoms of abuse and of wider safeguarding issues. They fully understand their responsibilities to act on any concerns and report them promptly. Staff and the designated safeguarding lead undertake regular training to update their safeguarding awareness, and staff complete regular quizzes that test their familiarity with procedures. This helps the management team to identify and act on any gaps in their knowledge. Staff provide a safe environment for children and supervise them well during the sessions, allowing them to take safe risks in their play.

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should:

n support staff more to use the knowledge they have about children's next steps to challenge them more consistently during their play and planned activities

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should:

16 October 2019 n review the noise levels indoors to ensure children can concentrate and engage more deeply in their play, learning, and conversations n provide opportunities for children who speak English as an additional language to hear, see and use their home languages to help to support their early communication skills.

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Setting details

Unique reference number 109554 Local authority Bournemouth, Christchurch & Poole Inspection number 10072272 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care Age range of children 2 to 4 Total number of places 36 Number of children on roll 35 Name of registered person Busy Bodies Pre-School Committee

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reference number

Telephone number 07979333351 Date of previous inspection 8 March 2016

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Information about this early years setting

Busy Bodies Pre-School registered in 1998 and is owned and governed by the Parochial Church Council. It operates from the St Aldhelm's Centre in Branksome, Poole. The pre-school employs six members of childcare staff, all of whom, including the manager, hold an early years qualification at level 3, and one holds a qualification at level 4. The pre-school is open from Monday to Friday during term time only. Sessions are from 9am to 3.30pm, except on Thursday, when the pre- school closes at 1pm. The pre-school provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The inspector observed staff and children's interactions, and their engagement during play. n During the inspection, the manager and inspector completed a joint observation of an activity to discuss and assess its effectiveness. n The inspector spoke with parents, children, visitors, staff and the management team at convenient times throughout the inspection. n The inspector sampled a range of documentation.

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Inspection activities

16 October 2019 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

16 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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