Busy Bees Pre-School

Inspection of Busy Bees Pre-School Scout Hall, Off Woodlands Road, Allestree, Derby, Derbyshire DE22 2HE

p.1

Overall effectiveness Good

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

p.1

The provision is good

Children are very eager to enter the setting. They excitedly greet their friends outside, separate from their parents and happily go in and join in with the activities. Staff provide a very strong focus on encouraging a love of reading. Children thoroughly enjoy listening to and joining in with a range of stories and rhymes. Staff skilfully support children's language acquisition as they balance the storytelling with discussions and questions. They model language to support children in the correct pronunciation of words and to extend their vocabulary as they describe what is happening. Children use the pictures in the book to explain how they know that it is night-time.

p.2

The provision is good

Children have positive attitudes to learning. For example, they work together to fit a roof onto a den, ensuring that the material covers the whole of the structure. Staff are very supportive in helping children to develop relationships with others. Two children seek guidance from staff as to how to operate a camera. The member of staff is engaged in an activity with another child and includes them in helping the other two children to work out how to switch the camera on. Children demonstrate an understanding of how to keep themselves and others safe as they check behind them before manoeuvring the sit-and-ride toys backwards.

p.2

need to do better?

n Leaders are very reflective and thorough in their approach to changes. They gather and act on feedback from parents, for example, they have recently increased security for the premises. Leaders continually review staff practice and provide relevant training that supports staff to develop their knowledge, to further improve the support for children in their care. n Leaders have developed a curriculum that is clear and ambitious, with exciting goals for children to work towards. Careful consideration has been given to the core stories and rhymes to build children's vocabulary and to support other aspects of learning, such as mathematics, diversity, feelings and emotions. The curriculum includes a range of core experiences to ensure children participate in activities that they may not otherwise experience. Staff have a clear understanding of the curriculum goals and what children need to learn to achieve these. However, staff sometimes move children too quickly towards the

p.2

need to do better?

goal for writing letters of their name and do not ensure that they build a strong foundation before they move them on to the next stage. n A strength of the setting is the commitment to ensure all children are included and supported. Staff are very adept at noticing when a child needs support with the routines or encouragement to join in with play. There is very good partnership working with other agencies and professionals to secure support when children need it. Staff work closely with parents of children who speak

p.2

need to do better?

1 November 2022 English as an additional language. They encourage parents to read the core stories to their children in both their home language and English to support their development. Staff consistently use key words in children's home language to support these children with the routines of the session. n Staff know the children really well and accurately assess their level of development. They regularly plan a range of small-group activities to enable them to provide focused support for learning. Children participate in an activity to recall the order of a story. They show patience as they listen to what others have to say. Children concentrate and guide their own thinking as they refer to the props to aid their recall. However, on occasion, staff do not always adapt activities to match the abilities of the children. For example, when children easily name fruit, staff do not extend the discussion.

p.2

need to do better?

n Children form strong attachments with all staff and demonstrate emotional security within the setting. All children are developing confidence to make decisions and manage their own self-care. n Parents explain how easily their children go into the setting, even though the handover has taken place outdoors since the COVID-19 pandemic. They praise the high ratio of adults to children and the individual attention their children receive. Staff gather and share useful information with parents about children's needs, learning and interests. However, they do not consistently share information about what children are learning next, so that parents can support this at home.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

Leaders ensure that staff keep their knowledge and understanding of child protection up to date through regular training, discussions and quizzes. Staff are confident in recognising possible harm and how to manage this to safeguard children. Staff manage the arrival and collection of children well to ensure their safety. They teach children how to use the equipment safely and provide information for parents about online safety. Staff organise themselves effectively when they are taking children to the toilet in the adjacent building. Children clearly understand the expectations and wait while staff check the hall before they enter.

p.3

should:

n support staff to understand how to sequence all learning to ensure that children consolidate their knowledge and skills before moving on to the next stage n support staff to enhance their interactions with children so that they consistently adapt activities to meet children's needs and abilities n strengthen partnership working with parents and carers so that they know what

p.3

should:

1 November 2022 their child is learning next and can provide consistent support for learning.

p.3

Setting details

Unique reference number 206126 Local authority Derby Inspection number 10217492 Type of provision Childcare on non-domestic premises

p.5

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Sessional day care

p.5

inspection

Total number of places 36 Number of children on roll 101 Name of registered person Jane Bailey and Sharon Batchelor Partnership

p.5

reference number

Telephone number 07946608037 Date of previous inspection 11 November 2021

p.5

Information about this early years setting

Busy Bees Pre-School registered in 1998 and is in Allestree, Derbyshire. The pre- school employs 12 members of staff, 11 of whom hold an appropriate early years qualification at level 3, and one has early years professional status. The pre-school is open Monday to Friday, during term time. Sessions are from 7.30am until 5.30pm. The pre-school provides funded early education for two-, three- and four- year-old children.

p.5

Inspection activities

n The inspector discussed any continued impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The inspector completed a learning walk with the manager. She observed the quality of teaching during activities, indoors and outdoors, and assessed the impact this has on children's learning. n The inspector spoke to staff and children at appropriate times during the inspection. n The inspector completed joint observations with the owner. n The inspector held a meeting with the owner and manager. She looked at relevant documentation, such as evidence of paediatric first-aid training. n The inspector discussed the procedures for evaluation and the priorities for improvement. n The inspector spoke to parents and carers during the inspection and took account of their views.

p.6

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.

p.6

Inspection activities

1 November 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.

p.6

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.7

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7