Little Squirts Pre School

Inspection of Little Squirts Pre School The Old School, Dunstable Road, Bedford, Bedfordshire MK45 1HN

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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 are keen to enter the setting. They are warmly greeted by caring staff, who are attentive to their needs and help settle them in. Children have secure attachments with their key persons. Children receive cuddles when they are upset or in need of reassurance. Staff have created a cosy and welcoming environment in the baby room. For example, babies are provided with a peaceful area for sleeping and are comforted when going to sleep.

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The provision is good

At the start of the day, babies find their picture cards, and pre-school children discuss their feelings and emotions. This gives children an opportunity to share happy and sad experiences with the group. Children's communication and language is supported well. They develop an interest in books and choose stories to eagerly listen to. Children enjoy listening and joining in with familiar songs and are provided with additional props and musical instruments to make learning fun.

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The provision is good

Children are given the opportunity to explore, indoors and outdoors. Older children eagerly put their coats on ready to explore outdoors. Staff set up obstacle courses for children to explore. Children run, jump, and climb confidently, using their large- motor skills. Staff work closely with the local community to arrange local visits to the church, and parents are given the opportunity to partake in such events to share in their children's learning.

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need to do better?

n Staff have positive relationships with parents. Parents feel that their children have made good progress since attending the setting. Parents comment that they are well informed about their children's development through an online system. This means that parents can help support their child's learning at home. Parents speak highly of the staff and their close bonds with the children. n Staff plan monthly topics, with the current topic being space. For example, an activity tray is set up as a constellation. Children enjoy various activities about space throughout the day. Staff use information about children's backgrounds to select a language of the month. For example, during registration time, children greet each other using the Chinese language, saying 'Ni Hao' to say 'hello.' This in turn builds on children's sense of belonging. n Staff follow children's lead in activities. For example, during a building-block

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need to do better?

activity, children become imaginative and build caves for a bear from a favourite story. Staff build on children's prior knowledge and ask what else might the bear need. Children reply, saying 'rocks'. Staff then begin to repeat the refrains in the story as a reminder about what else the children may need. n Staff are kind, caring and attentive to children's needs. There is an effective key- person and buddy system in place to ensure that children's needs are always

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need to do better?

6 January 2023 met. n Staff encourage children to attend to their toileting needs independently, offering help when needed. However, the same level of independence is not always encouraged by all staff during other routine activities. n Staff talk to children as they play. They ask children questions, comment on their play, and describe their actions. However, at times, they do not allow children enough time to respond, to share their ideas and what they know. n The management team enthusiastically supports children and their families. Staff are encouraged in their professional development. Gaps in staff's knowledge are bridged through regular staff meetings and training. This ensures that they can support children's learning in the setting and recognise when additional support is needed. n Children with special educational needs and/or disabilities are assigned to the setting's special educational needs coordinator, who supports the children and

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need to do better?

works with outside agencies to provide further support.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The management team follows robust recruitment and induction procedures to help ensure the suitability of those working with children. Staff complete mandatory training about child protection and safeguarding. They know the signs and symptoms that are potential indicators of abuse. Staff know the procedures they must follow should they have concerns about a child's welfare. They are also fully aware of the procedures to follow should a concern arise about the conduct of a colleague.

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should:

n provide a more consistent approach to teaching strategies, to better support children's independence and ability to offer their own ideas when asked questions.

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Setting details

Unique reference number EY484457 Local authority Central Bedfordshire Inspection number 10263250 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 50 Number of children on roll 66 Name of registered person Little Squirts Pre School Ltd

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reference number

Telephone number 07734044318 Date of previous inspection 25 April 2017

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Information about this early years setting

Little Squirts Pre School registered in 2015. The pre-school employs 19 members of childcare staff. Of these, 18 hold appropriate early years qualifications at level 3 and above. The pre-school opens from Monday to Friday, all year round. Sessions are from 7am until 6pm. The pre-school provides funded early education for two-, three- and four-year-old children.

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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 observed activities, indoors and outdoors, and assessed the impact these have on children's learning. n The manager and the inspector completed a learning walk together to discuss and understand how the early years provision and the curriculum are organised. n The inspector completed a joint observation with the manager. n The inspector spoke to parents to gather their views on the setting. n A meeting was held between the inspector and the management team. n The inspector looked at relevant documentation, including safeguarding procedures and evidence of the suitability of adults working in the setting.

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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

6 January 2023 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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