Buzzee Beez Pre-school Ltd

Inspection of Buzzee Beez Pre-school Ltd Trinity United Reformed Church, Harberts Road, Harlow CM19 4EU

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Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Good

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The provision requires improvement

Children are generally happy at pre-school. Staff provide a family-orientated environment where everyone is welcome and celebrated. Children settle well and form positive relationships with staff. Staff are playful with children. They speak kindly to them and enjoy making them laugh. The provider has plans for the curriculum, but these are not consistently implemented by staff. Staff do not tailor their interactions to the differing needs and interests of children. In addition, staff are not well deployed, and this has a negative impact on the frequency of interactions children receive. Consequently, children do not make consistently good progress.

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The provision requires improvement

Toys and resources are not always easily accessible or inviting. For example, the mud kitchen has no utensils, and a toy garage has no cars. There are limited resources, such as not enough paint brushes for a small group of children. As a result, children become bored, which leads to them displaying unwanted behaviour, such as snatching toys out of each other's hands and shouting at each other. Children enjoy painting, making jellyfish out of paper plates and cleaning the paint off the table when they are finished. Staff promote children's good manners. They praise them for their achievements and build on their confidence and self-esteem.

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need to do better?

n The provider does not ensure that necessary information about changes to leadership is supplied to Ofsted so that the required suitability checks can be carried out. However, this does not have an impact on children's safety and welfare, as the person concerned has other appropriate suitability checks in place. n The quality of teaching is variable. Staff are not well deployed, and this has a negative impact on children's learning and enjoyment. For example, when most children are playing outside, the majority of staff are inside engaged in tasks such as tidying up and cleaning. This means that children do not receive consistent and meaningful interactions that build on their learning. As a result, not all children make good progress. n Children and their families' emotional well-being is at the heart of what staff do. They work tirelessly, particularly the provider and deputy, to provide families with access to services, advice and a listening ear. Many families comment that

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need to do better?

both they and their children see staff as their extended family and that they would be lost without their support. n The provider does not ensure that all staff have a clear understanding of the intentions of the curriculum. Activities are not tailored to children's individual learning styles or level of development. Consequently, children are not challenged in their learning to enable them to make good progress.

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need to do better?

26 June 2024 n The provider and staff have fostered positive relationships with other professionals and parents. The provider works closely with the local children's centre to source resources and support for parents. Parents speak positively about the courses they have attended to help them support their children's speech and language and with potty training. n Staff provide an environment with learning resources. However, many of the toys and activities are incomplete. Children, particularly the most able children, become bored and frustrated. This results in them displaying unwanted behaviour, which disrupts theirs and others play and learning. n Children who have special educational needs and/or disabilities are well supported. Staff have a secure understanding of their needs. They work closely with professionals and parents to provide the children with the tools they need to make progress in their development.

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need to do better?

n The provider is committed to improving practice. She is aware of the weaknesses in practice and is working to address them. Staff have opportunities to improve their knowledge and skills through a range of training courses. Staff comment that they have been able to help children regulate their emotions better since attending a specific course about this. n Staff well-being is a priority for the provider. Staff feel very well supported and appreciate the effort the provider makes to show them their work is appreciated. For example, the provider recently held a staff well-being day where staff were able to read positive feedback about themselves during an activity.

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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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Due date

improve the quality of teaching so that all children make good progress in all areas of learning 26/09/2024

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Due date

deploy staff effectively so that children receive consistently high-quality interactions that build on what they already know and can do. 26/09/2024

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should:

n review the organisation of toys and resources so that children remain engaged and excited about learning.

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Setting details

Unique reference number EY405399 Local authority Essex Inspection number 10356269 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 53 Number of children on roll 53 Name of registered person Buzzee Beez Pre-school Ltd

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reference number

Telephone number 01279444281 Date of previous inspection 13 December 2018

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Information about this early years setting

Buzzee Beez Pre-school Ltd registered in 2010. The pre-school employs 10 members of childcare staff. Of these, eight hold appropriate early years qualifications at level 3. The pre-school opens from Monday to Friday during term time. Sessions are from 9.15am until 4pm, Monday to Friday. The pre-school receives funding for the provision of 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 manager, who is also the provider, joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want the 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 Staff and children spoke to the inspector during the inspection. n The inspector and the manager carried out a joint observation of an activity. n Parents shared their views of the pre-school with the inspector in person and through written testimonials. n The inspector spoke with two Reception class teachers who were visiting the pre-school. n The inspector looked at relevant documentation and reviewed evidence of the

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Inspection activities

suitability of staff working in the pre-school.

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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

26 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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