Bubsy Pre-School

Inspection of Little Leaders Pinner Green 35 Pinner Green, Pinner HA5 2AF

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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

This is a small, welcoming pre-school. Staff are sensitive to children's individual needs and encourage them to challenge themselves and master new skills. The manager and staff place a high emphasis on inclusion. They ensure the rich learning environment is accessible to all children, including those with special educational needs. Staff take account of children's interests and carefully plan their next steps in learning. The setting works well with parents and other agencies, such as speech and language therapy, occupational therapy and the local authority, to meet children's individual needs. Children have good attachments to staff and value their support.

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The provision is good

Staff take children out every day for a walk or to visit places in the local community. However, when preparing to go out, key learning opportunities are missed and children become restless and disengaged. Children talk confidently about their local community and people who help them. They identify how to keep themselves safe when out and about. The setting is safe and secure, and staff regularly review their practice to ensure that children are kept safe.

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The provision is good

Staff are warm and caring, and the children are happy, settled and independent. Children are keen to engage in activities and show care and consideration to their peers. Their behaviour is good and staff support them to have a go and try new experiences. Staff model concern and care for each other and the children. They are consistent in their approach, which means children are clear about what is expected of them.

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need to do better?

n Staff carefully plan the environment and think about how this can support children's learning in all areas. For example, children showed an interest in building and construction, so staff adapted the room and added opportunities for children to develop their play by writing about and drawing their buildings. n Children are focused and enthusiastic in their play. However, on occasions, key learning opportunities are missed during transitions from one activity to the next, as well as during some routine activities. n Children are well supported when they start at the setting. Parents and staff work together to share information. Parents are encouraged to stay and settle their children until they are comfortable in the new environment, which helps to support their emotional well-being. n Staff use observations to assess children's development when they start and find out what interests them. Children's next steps are then identified and weaved

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need to do better?

into the planning. This includes a focus on key vocabulary to help broaden children's understanding.

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need to do better?

16 October 2019 n Although books are accessible to children, staff do not promote the use of books and stories enough throughout the day to help children develop a love for books and reading. n Staff are confident in using questions and commenting on children's play to support their learning. However, at times, children are not given sufficient time to process and respond to what is being asked. n Children can complete tricky tasks, such as zipping up their coats, when supported by staff. Staff use simple instructions and praise to help children develop this independence. n Staff support children to understand and talk about their feelings. Children were confident to say how they were feeling during circle time. One child said they were 'excited to play with the play dough' and another added 'I am excited because my mummy loves me'. n Leaders and managers have a focus on improving the quality of teaching and

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need to do better?

support staff well by providing regular opportunities for training and supervision. Staff carry out peer-on-peer observations and discuss feedback, which supports their professional development. n Partnerships with parents are a particular strength. Parents say they like that the nursery is small and intimate, and that children have great support, which helps them grow in confidence and build good relationships with others. n The setting has strong partnerships with other agencies, such as the speech and language unit, occupational therapy and the local authority. These partnerships help staff to meet the specific learning and development needs of children and to improve their own practice.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Staff are knowledgeable and confident in their responsibilities to safeguard children. They talk confidently about what would lead them to be concerned about a child's well-being and are aware of how to report concerns. The procedures for recruitment of staff are robust, which helps to ensure their suitability for their roles. Staff receive regular training updates relating to safeguarding. Risk assessments are effective and help protect children when on outings. For example, children wear high-visibility vests and are reminded of the rules to stay safe.

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should:

n improve transition periods and daily routine activities to make the most of these opportunities for learning. n enhance the use of stories and books throughout the setting, to support children's love of books and reading.

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Setting details

Unique reference number EY474399 Local authority Harrow Inspection number 10063434 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Sessional day care Age range of children 2 to 3 Total number of places 20 Number of children on roll 14 Name of registered person Little Leaders Nursery LTD

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reference number

Telephone number 02037544475 Date of previous inspection 13 May 2016

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Information about this early years setting

Little Leaders Pinner Green registered in 2014 and is run by a private provider. The pre-school is based in the London Borough of Harrow and is open each weekday from 9am to 3pm, during term time only. It provides funded early education for children aged two, three and four years. The pre-school employs three members of staff. Of these, one holds early years teacher status and two hold level 3 qualifications.

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Inspection activities

n The inspector and the manager took part in a tour of the setting and a discussion about the curriculum. n A joint observation was conducted by the inspector and the setting manager. n A meeting was held between the inspector, the manager and the nominated individual. n The inspector observed the interactions between staff and children. n The inspector spoke with staff, parents and children. n The inspector viewed a sample of documents, including staff files and Disclosure and Barring Service records.

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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

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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