Busy Otters

Inspection of Busy Otters Longdogs Lane, Ottery St. Mary, Devon EX11 1HY

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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 Not applicable

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The provision is good

Children arrive happy and settle quickly in a well-organised environment. They have adapted well to changes due to COVID-19 (coronavirus) pandemic. For example, children arrive and immediately wash their hands to help keep themselves and others safe. They receive very good support from staff as they settle at their chosen activity on arrival. Staff have developed warm, caring relationships with children. Children are motivated and eager to learn, and consistently show high levels of interest in their chosen activities.

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The provision is good

Children freely explore the outdoor area and staff support them to take appropriate risks. For instance, children have very good opportunities to challenge their physical skills on the climbing frame and when negotiating the large tyres around the outdoor area. They enjoy learning new words and their meanings. For example, staff introduce new language when they talk to children about the names of the dinosaurs, as they hide bones and fossils in the sand. Children use paintbrushes to uncover them, and staff point out if they have found a fossil or a dinosaur bone. Staff skilfully incorporate mathematical language by discussing the size of the bones. Staff have high expectations of what children can achieve, which means all children, including those with special educational needs and/or disabilities (SEND), make good progress.

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need to do better?

n Children with SEND are supported well. The staff team works closely with parents and other professionals to ensure that children get the required levels of support they need. For example, the special educational needs coordinator ensures that the strategies and advice from professionals is incorporated into children's individual educational plans, and these are implemented to help children make progress. n Partnerships with parents are good. Staff communicate with parents regarding their children's progress and next steps through an online system. Parents say they feel well informed, including throughout the COVID-19 pandemic, and they can see the progress children have made within their learning and development. Staff have established good links with the local school to support children to move on to the next stage of their education. n Staff make highly effective use of initiatives to extend children's communication

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need to do better?

and language development. Children have access to books and stories throughout the session. They come together as a group to enjoy stories. Staff use props to enhance stories and encourage children to join in with familiar words and phrases. Younger children and with a shorter attention span are supported by staff, and provided with specialist resources to help maintain their focus with the group story.

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need to do better?

17 June 2021 n The manager and staff have high expectations for children's behaviour. Children share and take turns. Staff consistently praise children, which boosts their self- esteem. For example, they say 'good sitting' and 'well done' so children know what is expected of them. Staff make good use of visual aids to help communicate changes in the routine. They use a tambourine and provide a five- minute warning to allow children time to finish their activities when it is time to tidy up. n Staff understand the importance of promoting children's physical development. They provide opportunities outdoors for children to plan and make an obstacle course from planks and tyres. Children develop their physical skills as they learn to balance and negotiate the course. They also go on walks in the local community with staff, and enjoy preparing a shopping list to take to the local supermarket. n Children celebrate some festivals and events throughout the year. For example,

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need to do better?

they gain an understanding of the community where they live and community events. However, there is scope to enhance this further to help children understand diversity during their everyday play in the pre-school environment. n The manager leads her team well. She has good systems in place to make sure staff develop their skills and knowledge. Staff have regular meetings where information from training is shared. Managers support staff to access different training opportunities, such as safeguarding and mandatory training. However, the managers' methods do not precisely focus on where staff need support, to raise the quality of teaching to a consistently high level.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Managers and staff ensure that children are well cared for in a safe environment. Staff implement robust risk assessment procedures to keep children safe. All staff, including the designated safeguarding lead, know and understand their responsibilities in relation to safeguarding children. Staff are aware who the pre- school's designated safeguarding leads are. All staff have completed relevant safeguarding training and are aware of wider safeguarding issues. For example, all staff have attended refresher training and are aware of 'Prevent' duty guidance.

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should:

n widen and extend the knowledge children have about people, families and communities outside their own n increase the focus on staff's professional development to help to raise the quality of teaching even higher.

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Setting details

Unique reference number EY560108 Local authority Devon Inspection number 10190361 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 28 Number of children on roll 42 Name of registered person Busy Otters Preschool CIO

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reference number

Telephone number 01404 812442 Date of previous inspection Not applicable

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Information about this early years setting

Busy Otters registered in 2018 operates form purpose-built premises in the grounds of Ottery St Mary Primary School. The pre-school operates during term time only and is open Monday to Friday from 9am until 3pm. It is in receipt of funding for two-, three- and four-year-old children. The pre-school employs 11 members of staff. Of these, one holds qualified teacher status, one an early years degree at level 6, seven hold an early years qualification at level 3, and two hold level 2.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The inspector held discussions with the nominated individual of the committee, the manager, deputy, staff and children at appropriate times during the inspection. n The manager and the inspector completed a learning walk and discussed how the pre-school delivers the curriculum. n The inspector carried out a joint observation with the manager of a planned adult-led activity. n The inspector took account of the views of parents spoken to on the day. n The inspector looked at a sample of pre-school documents. This included policies and evidence of staff suitability and training.

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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

17 June 2021 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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