The Beehive Childcare Group at Jubilee

Inspection of The Beehive Childcare Group at Jubilee Jubilee Community Centre, Long John Hill, Norwich NR1 2EX

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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 and their families are greeted with enthusiasm by the affectionate staff at this community setting. Children come in happily. They demonstrate that they know the arrival routines well, and this helps them to feel safe and secure as they separate from their parents. Children quickly become engaged in the exciting range of well-presented activities provided by staff. They chat happily with their friends or to interested staff, who provide effective support for children who need more help to settle to their play.

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The provision is good

Staff consistently model kind and considerate behaviours. They employ successful strategies to teach children how to play cooperatively and provide gentle support for children who find this more tricky. Consequently, children learn good skills in turn taking and shared play.

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The provision is good

Staff take care to get to know the children well. They spend time talking to children and assessing what they need to make progress in their learning. Staff are ambitious for children. When children are excelling in their learning, staff ensure that they are continuously challenged to think more deeply and build on what they know and can do. Additional funding is well targeted to meet individual children's needs. All children make good progress in their learning and development.

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need to do better?

n Leaders and managers work hard to create a culture where staff are valued. Staff report high levels of well-being. They attend useful training together and have time to discuss how they will implement improvements to the setting. Leaders create a calm and cooperative environment where staff and children can thrive. n Partnerships with parents are good. Staff gather important information before children start attending. This includes information about children's cultural backgrounds and key words in children's additional languages. Staff use this information to plan for the whole setting to celebrate important events together. All children, including those who speak English as an additional language, make good progress in their speaking and listening skills. They develop a sense of what makes them unique and value the diversity within the setting. n Staff ensure that books and the spoken word are embedded in all areas of the

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need to do better?

setting. Staff read to children frequently and encourage a love of books and stories. Children engage in lovely conversations with staff and each other. Staff draw children's attention to the sounds that they hear. For instance, at registration, children learn to listen to the sound at the beginning of their name. Staff teach them to recognise how their name is written and to be able to select it from others. Children build their knowledge of letters and sounds in an age-

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need to do better?

13 March 2024 appropriate way, in preparation for later learning. n Staff plan interesting opportunities for children to extend their knowledge and understanding. For example, they put x-ray pictures in the home corner and provide clear blocks with insects inside them. Staff skilfully use children's curiosity to inspire exploration and introduce new vocabulary into their conversations. Children become motivated communicators who are well prepared for future investigations and learning. n Children have plenty of opportunities to develop their confidence in their bodies. They learn yoga and spend time dancing and moving to music. They develop good self-care skills as they independently put on their own socks and shoes and confidently manage their own coats and zips. n Although support for staff is effective, evaluation of the setting does not yet identify all areas for development. For example, leaders and managers have not

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need to do better?

recognised that the snack-time routine leaves some young children sitting and waiting at the tables while staff focus on supporting handwashing. This leads to children becoming restless and they struggle to manage their behaviour as they sit and wait for snack to start. n Staff implement a simple set of golden rules for children. However, the implementation of these rules, such as no running indoors, is applied inconsistently. This is confusing for children and risks undermining the good work that staff do to teach children about expected behaviours.

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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 improve evaluation of the setting so that the ambitious leadership and management can precisely identify areas for further improvement to the delivery of the curriculum n ensure that setting rules are consistently implemented.

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Setting details

Unique reference number 2659051 Local authority Norfolk Inspection number 10332861 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 24 Number of children on roll 16 Name of registered person The Beehive Childcare Group Committee

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reference number

Telephone number 01603259193 Date of previous inspection Not applicable

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Information about this early years setting

The Beehive Childcare Group at Jubilee registered in October 2021 and operates in Norwich, Norfolk. It is run by The Beehive Childcare Group Committee, which operates one other setting in Norwich. The setting employs six members of childcare staff, five of whom have relevant childcare qualifications. The setting opens from 9am to midday, Monday to Friday, term time only. The setting 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 room leader joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want their children to learn. n Children spoke to the inspector during the inspection. n The inspector spoke with the nominated individual about the leadership and management of the setting. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector spoke to several parents 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 March 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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