Honeypot Room

Inspection of Honeypot Room Moorhill Primary School, Pye Green Road, Cannock, Staffordshire WS11 5RN

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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

Staff create a relaxed and calm play environment, where children feel happy and safe. They are supported by staff to feel emotionally secure. When children are upset, staff sit with them and offer reassuring hugs. They answer children's questions when they are unsure of an unfamiliar adult in the environment. This puts children's concerns at ease. Staff are good role models for children. They offer them lots of praise and encouragement, as a result children's behaviour is good.

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The provision is good

Children are active learners, and they enjoy exploring their environment freely. They confidently access a range of activities that staff have planned around their current interests. Children enjoy long periods of play with gentle interactions from staff to support and consolidate their learning. For example, children choose to paint butterfly pictures. They study the real-life caterpillars in front of them, recalling the life cycle of a butterfly. Children thoroughly enjoy extending their learning outdoors. They search high and low, looking for bugs and insects. Staff include children's interests and preferences in shaping the curriculum.

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The provision is good

All children, including children with special educational needs and/or disabilities (SEND), thoroughly enjoy music time. They copy the actions in the songs, touching their heads and toes. They roar like lions and hiss like snakes as they pretend to be an explorer in the jungle. Music time is a joyous occasion for all.

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need to do better?

n In the main, children are provided with a broad curriculum that covers all areas of learning. However, the curriculum for mathematics has not been designed to challenge older and most-able children. For example, three-year-old children play with shape sorter toys and simple inset puzzles that are provided for them. Therefore, children do not develop a deep knowledge and understanding of a range of mathematical concepts that are appropriate to their age and stage of development. n Staff place a strong focus on children's communication and language development. Children benefit from engaging in back-and-forth conversations with staff, answering open-ended questions about their trips to the local park and shops. The manager has carefully considered how to use additional funding to support children's communication and language development. n Staff take the time to get to know children and their families when they start at

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need to do better?

the setting. They gather useful information from parents to help them get to know their children, including what they like, know and can do. Staff create opportunities for children to revisit their personal experiences. For example, they have recently transformed the role-play area into a doctors' surgery. This helps children to make sense of the world around them.

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need to do better?

14 June 2024 n Overall, children who speak English as an additional language are supported well. They play happily alongside their friends. However, identified strategies to support their development of spoken English are limited and not applied consistently. Furthermore, targets are not reviewed and updated in a timely manner. This means that children who speak English as additional language do not always receive high levels of support. n Children are independent and like to do things for themselves. They blow their own noses and wash their hands independently. They find their own pegs and put on their own coats. Staff praise their efforts and achievements. Children are confident to complete tasks on their own. n Children with SEND are well supported. Staff make timely referrals to external agencies and work with other professionals to provide targeted support. As a result, children with SEND make good progress from their starting points.

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need to do better?

n The management team is committed to providing quality care and support for children and their families. They have a shared vision for the future of the setting, identifying improvements they would like to make to enhance experiences for children. They monitor staff's practice and identify training to support their continual professional development. As a result, the quality of teaching is consistent across the setting. n Parent partnership is strong. Parents are happy and highly appreciative of the care and support their children receive. They comment on the good progress their children have made with their communication and language skills. Parents value the feedback given at the end of each session, both verbally and on the online platform, which is used to share information.

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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 create a more challenging and ambitious mathematics curriculum to deepen children's knowledge and understanding of a range of mathematical concepts that are appropriate to their age and stage of development n review the strategies in place to support children who speak English as an additional language, ensuring that they are applied consistently and reviewed in a timely manner to enable them to make the best possible progress with their spoken English.

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Setting details

Unique reference number EY297454 Local authority Staffordshire Inspection number 10348792 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 20 Number of children on roll 35 Name of registered person Moorhill Pre-School and Fun Club Committee

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reference number

Telephone number 01543 227193 Date of previous inspection 18 October 2018

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Information about this early years setting

Honeypot Room registered in 2005 and is one of three groups run by a voluntary committee. It is situated in Cannock, Staffordshire. The setting employs six members of childcare staff. Of whom, all hold appropriate early years qualifications from level 3 to level 6. The setting opens from Monday to Friday, during term time. Sessions are from 8.30am to 3.15pm. The setting provides funded early education for two- and three-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 A staff member and the inspector completed a learning walk together of all areas of the setting and discussed the early years foundation stage curriculum. n The inspector talked to staff at appropriate times during the inspection and took account of their views. 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 carried out joint observations of a group activity with the manager. n Parents shared their views of the setting with the inspector.

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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

14 June 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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