Blue Coat Pre-School & Busy Bees

Inspection of Blue Coat Pre-School & Busy Bees Blue Coat C of E Primary School, Symn Lane, Wotton Under Edge, Gloucester GL12 7BD

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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 active learners at this welcoming setting. All children learn through a wide range of sensory play experiences. They feel, hear, look at and listen to objects. They close their eyes and listen to the wind, birds and traffic during forest- school activities. Young children learn about making and popping bubbles when grating soap and 'swishing' water with a spoon. They use water from the water butt to cover the 'volcano' in the sand pit. They select from many materials that are natural, interesting and open ended. Children engage and concentrate, and talk about their experiences with staff. This helps staff to join in and extend children's language and interests. Staff encourage children's thinking, and build on what they say. They ask children to think about what may happen next and what they can do if something is not going as planned. This helps children to develop their own solutions and the ability to negotiate with friends, for example, when they want the

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The provision is good

The curriculum sets out what children of different ages and stages need to learn. This is further developed, with next steps clearly defined for every child. All children who attend enjoy their time playing and exploring. Children are independent and resourceful. School-age children at the breakfast club make tyres and plank jumps, and involve pre-school children in their games. This activity carries on later, with younger children developing the game. The well-thought-out routines help all children to feel safe and know what is happening next. The triangle and wind chime help children to stop, look and listen to the change that is to take place. Children wait for instructions from staff, who are positive, respectful and set a good example. Children line up sensibly, take responsibility for their own things, and behave very well.

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need to do better?

n Children's physical skills are developing well. Children handle tools, such as watering cans to water herbs and paint brushes, with good control. They are aware of open spaces as they run across the field and how this makes their heart pump. They learn to move their bodies in different ways as they pull branches from the stack to make dens, build with blocks, and dig in the sand. Children have numerous opportunities to decide whether to play indoors or outside. However, some children are not as well supported to choose what they want to do on some occasions. n Circle time provides an opportunity for children to come together and participate in activities that promote social and emotional development. Circle time also enables staff to share learning and assess each child's understanding. Different staff lead the group in activities such as singing songs, reading stories, discussing the weather, counting, and reciting the days of the week.

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need to do better?

23 May 2024 n Partnership with parents is strong. Parents feel well informed about their child's development and progress. There is a focus week that helps them to really understand and build on what their child knows and can do. Parents like the regular updates and photographs that inform them of the range and type of activities and experiences provided and the daily routines. n Children with special educational needs and/or disabilities are well provided for. Children form special bonds with staff, who understand their individual needs well. Staff are kind and patient and ensure that the right help is in place. All children make good progress from their starting points. n Positive transitions for children are a key strength of the setting. Strong handovers between staff, parents and other settings, such as schools, ensure that children's needs are met. This supports consistency for children and families, and new attachments are made.

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need to do better?

n The manager is proud of her staff team. She cares about their well-being and development. Training informs practice. Staff have regular supervision and support. They have a daily staff 'huddle' and review what they do well and evaluate what they want to do better. There is an ethos of continual improvement. The manager uses external support and guidance to be even better to promote the best learning outcomes for children.

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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 ensure that staff develop consistent opportunities for children to engage in independent play choices to support their learning.

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Setting details

Unique reference number 510073 Local authority Gloucestershire Inspection number 10335808 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 Sessional day care

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inspection

Total number of places 44 Number of children on roll 208

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Name of registered person

Blue Coat Pre-School & Busy Bees Committee

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reference number

Telephone number 01453 525022 Date of previous inspection 28 June 2018

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Information about this early years setting

Blue Coat Pre-School & Busy Bees registered in 2000 and is located in Wotton- under-Edge, Gloucestershire. The setting operates from Monday to Friday, 7.45am to 6pm, during school term time only. The setting receives funding for free early years education for children aged two, three and four years. There are 21 members of staff. Of these, 13 hold appropriate early years qualifications at level 3.

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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 viewed the provision and discussed the safety and suitability of the premises. n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want children to learn. 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 Parents shared their views of the setting with the inspector. n The inspector spoke to children to find out about their time at the setting. n The manager showed the inspector documentation to demonstrate the suitability of staff.

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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

23 May 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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