Baby Bears Day Care

Inspection of Baby Bears Day Care 128 Dunthorne Way, Grange Farm, MILTON KEYNES MK8 0LW

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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 Requires improvement

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The provision is good

Children are welcomed by friendly staff as they arrive at this setting. They separate confidently from their parents, excited about their day. Staff know the children well and plan activities around their interests. Children happily explore activities and play alongside, and with, their friends. For example, younger children hide from each other, jumping around excitedly and laughing out loud when they are found.

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The provision is good

Staff have high expectations for children's learning and behaviour. They are good role models and support children to behave well. When children's behaviour deteriorates, staff remind them of the golden rules. For example, when children start to run around indoors, staff ask them to remember the rules and why they should not be running. Children listen well, respond and, as a result, stop running.

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The provision is good

Children are prepared well for their next stage of learning and the move to school. The recent re-organisation of the area the pre-school children use, and a review of the planning of the day, has resulted in them having a more structured routine. Staff use newly introduced 'carpet' times, to get them used to registration time and build on listening skills. Staff work with schools that children will attend to help support this transition.

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need to do better?

n Since the last inspection, leaders and managers have worked with staff to evaluate and make improvements to the setting. Safe recruitment procedures have been implemented to ensure that all staff are suitable to work with children. Drop off and collection procedures have been reviewed to ensure that staff have a clear view of which children are arriving or leaving. Risk assessments have been updated and all areas are checked and safe. n A successful review of the curriculum and recent training means that staff have a good understanding of what they want children to learn and how this can be implemented. Information gathered from families when children first start is used to help plan around their previous experiences and interests. n Staff support children's speech and language well. They ask children questions and give them time to think and respond. Activities are planned to promote listening skills. Older children start to listen to their friends and take turns

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need to do better?

talking. Babies are encouraged to make different noises and delight at the praise they receive when they say the names of staff and friends. Staff support toddlers to extend their sentences by adding words. n Children are supported well to lead active lifestyles. Staff plan around the stage and development of children. For example, babies are encouraged to roll over, crawl and offered support when newly walking. All children have access to a variety of equipment in the garden to promote different skills, such as climbing

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need to do better?

13 February 2024 and balancing. n Partnerships with parents are effective overall. Parents say that staff are friendly and that they appreciate the support they need should they need any advice. However, the arrangements to share information with parents about their children's progress and to keep them up-to-date with changes to the setting have been disrupted by recent staff changes. n Overall, staff promote children's personal, social and emotional development well. Younger children are encouraged to share and take turns, which they do well. If conflicts arise, staff support children to resolve these, which they do well. However, at times, when they are required to share, older children struggle with regulating their emotions. On these occasions, staff are not fully effective at supporting children to manage their behaviour. n Staff encourage children to be independent. They support them to look after

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need to do better?

their self-care. For example, children are reminded to get tissues to wipe their noses. They clean their hands before eating and help to tidy away toys and equipment. n Children with special educational needs and/or disabilities are supported well. Staff complete observations and assessments to track children's progress. Parents are supported with referrals, which helps to ensure that children receive help in the quickest time possible.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n strengthen the arrangements to share information with parents about the progress their children are making and changes that take place within the setting n provide more support for children to learn how to manage their feelings and to express their emotions in an appropriate way.

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Setting details

Unique reference number EY437179 Local authority Milton Keynes Inspection number 10283752 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 Full day care

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inspection

Total number of places 60 Number of children on roll 58 Name of registered person Baby Bears Day Care Limited

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reference number

Telephone number 01908501032 Date of previous inspection 2 March 2023

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Information about this early years setting

Baby Bears Day Care registered in 2011. The nursery employs 16 members of childcare staff. Of these, 11 hold appropriate early years qualifications at level 2 and above. The nursery opens from Monday to Friday, all year round. Sessions are from 7.30am until 6pm. The nursery provides funded early education for two-, three- and four-year-old children.

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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 viewed the provision and discussed the safety and suitability of the premises with the manager. n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want their children to learn. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The special educational needs coordinator spoke to the inspector about how they support children with special educational needs and/or disabilities. n The inspector observed the interactions between staff and children. n The inspector spoke to several parents during the inspection and took account of their views.

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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

13 February 2024 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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