Bovey Busy Bees Preschool

Inspection of Bovey Busy Bees Preschool Methodist Church, Fore Street, Bovey Tracey, NEWTON ABBOT, Devon TQ13 9AD

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Overall effectiveness Requires improvement

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

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The provision requires improvement

The quality of education varies across the pre-school. Weaknesses in staff's delivery of the curriculum impacts on the progress that children make overall. Nevertheless, children show that they are settled at the setting. They are happy and feel safe in the pre-school environment. They are confident to approach the friendly staff and ask for help if they need it. Parents talk about the support they receive from staff and enjoy hearing about their child's day during the daily feedback. Children are making some progress in their learning and development. They enjoy counting the farm animals and vehicles with staff. This helps them with their mathematical development. At times, staff expect children to join in with adult-led group activities for long periods of time and some children become disengaged and lose interest.

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The provision requires improvement

Children are polite and have good manners. They say 'please' and 'thank you' throughout the day. Children form positive relationships with staff and their peers and staff encourage children to share, take turns and be kind to one another. Children learn the importance of good hygiene practices, such as washing their hands. They do this frequently throughout the day, particularly after personal care and before mealtimes. This is one of the areas that the pre-school has focused on to reduce the spread of COVID-19.

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need to do better?

n Some aspects of the curriculum are promoted well. Staff promote a love of books with all children, and older children learn to recognise and write some letters in their name. However, the curriculum is not consistently implemented to support all children's learning, particularly in their communication and language development. Although staff plan opportunities for groups of children, they do not focus precisely enough on individual children's next steps in learning. In addition, staff's use of language is not always consistent. For example, staff question children too much and do not allow them enough time to respond. n Leaders have clear intentions of what they want children to learn next. Staff understand this and plan some activities that capture the interests of children. For example, children enjoy role playing with the tea party set and staff appropriately support their learning. However, not all planned activities provide

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need to do better?

meaningful learning opportunities that support children to successfully build on what they already know and can do. This leads to some children becoming disengaged during activities. Although children are making progress in their learning, at times, their experiences are limited. n At times, staff do not prepare for routine times of the day or spontaneous activities well enough. For example, some staff tidy away the resources themselves and do not encourage the children to help them. This results in the

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need to do better?

22 June 2022 children sitting at another table, waiting to be told what to do next. n Staff make good use of praise and encouragement to support children's behaviour. They talk with children about their emotions and help them learn to play with their friends. n Staff promote children's healthy lifestyles well. Children benefit from well- balanced and nutritious snacks. Staff successfully support children's independence and self-care skills in readiness for their move to school. For instance, at mealtimes, older children clear away their plates, and helpers wipe down tables. The youngest children are supported to use cutlery and show determination when doing so. Children get daily fresh air and lots of exercise. Due to the limited outdoor space, the staff take the children on a daily walk around the town. n Parents say that their children are happy and know the key person, and that settling-in procedures help children to feel safe and secure. They value the

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need to do better?

communication they receive about their children's learning and care. Parents have seen particular progress with their children's social skills and confidence since they have started at pre-school. n The newly introduced curriculum is in its infancy. Although the manager has a clear vision for what she wants staff to teach children, this is not understood by all staff. Some staff are unclear about what children should be learning. This leaves some children at a disadvantage, and the quality of education across the setting varies. Despite the weakness in the curriculum, children do acquire skills in readiness for school. n Staff well-being is of paramount importance to the provider. She keeps in regular contact with the team, supports them through regular supervisions and has an open-door policy. Staff comment that they feel supported and valued.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Staff have a clear understanding of their roles and responsibilities to protect children from harm. They know the signs and symptoms of abuse and the procedures to follow if they have concerns about a child's welfare. Staff understand how to refer any concerns beyond the leadership team if necessary. Leaders follow safe recruitment procedures to ensure that all staff are suitable to work with children. They ensure that staff are deployed effectively to meet the individual needs of all children and keep them safe.

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Due date

22 June 2022 improve coaching and training of all staff to further improve the consistency of teaching and the quality of education. 29/08/2022

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should:

n provide more support to children to help them think of solutions to problems and answer questions, to share what they know and understand n support children to develop their understanding of taking on small responsibilities, so that they work cooperatively with staff.

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Setting details

Unique reference number 106246 Local authority Devon Inspection number 10072264 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care

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inspection

Total number of places 26 Number of children on roll 13 Name of registered person Bovey Busy Bees Pre-school Committee

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reference number

Telephone number 01626 832411 Date of previous inspection 4 July 2016

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Information about this early years setting

Bovey Busy Bees Preschool registered in 1991 and operates from several rooms in the Methodist church hall. It is situated in Bovey Tracey, near Newton Abbot in Devon. The pre-school is open each weekday during term time only. Sessions are from 9.15am to 12.15pm on Monday, Tuesday, Wednesday and Friday, and from 12pm to 3pm on Thursday. There are four members of staff. The setting provides funded early education for children aged two, three and four years.

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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 manager and has taken that into account in their evaluation of the provider. n The inspector and the manager observed an activity together. The manager talked to the inspector about their curriculum and what they want their children to learn. n The inspector viewed the provision and discussed the safety and suitability of the premises. n Parents shared their views with the inspector during the inspection. n The inspector observed the quality of education being provided, and assessed the impact that this was having on children's learning. n The inspector talked to staff, discussing their practice and knowledge. n The inspector, staff and children went on a walk around the local area. n A sample of relevant documents were viewed by the inspector.

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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

22 June 2022 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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