Busy Bodies Pre-School

Inspection of Busy Bodies Pre-School The Branksome, St Aldhelm Centre, Poole Road, Poole, Dorset BH12 1AD

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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

Leaders know what they want children to learn. However, they do not ensure that staff understand how to deliver a curriculum that successfully meets the needs of all children. Staff do not effectively build on what children already know and can do, or help them as well as they could, so children learn what they need next. Although staff provide some activities that children enjoy, staff interactions are limited and do not support, challenge or extend children's learning further. For example, older children push small cars down the guttering to see how fast they go. Although at times staff stand with them, they do not engage with children. Children often wander with little direction from staff.

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The provision requires improvement

The committee does not have an effective oversight and understanding of its full roles and responsibilities. It does not provide leaders and staff with the level of support they need to provide children with consistent and positive routines and learning opportunities. Children struggle to understand and develop an awareness of expectations. Staff have not embedded effective transitions between activities to keep children engaged in continuous learning. For example, staff bring children in from outside halfway through the older children's story time, and children's learning is interrupted. Overall, children are happy. Staff are kind, caring and attentive to children's needs. Children have formed positive relationships with each other and enjoy playing together.

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need to do better?

n The committee and leaders have not ensured that the curriculum is implemented well enough, meaning children do not make the progress they are capable of. At times, children are disengaged and seek out their own entertainment. For example, children sit in the sandpit with various buckets and spades, but staff do not interact with them and the children become bored. With a lack of direction from staff, children bury a toy dinosaur and have fun trying to find it but do not learn anything new. Leaders do not support staff as well as they could to extend and challenge children's learning. n Leaders and staff provide home visits for all children. They gather detailed information from parents and build positive relationships from the start with them. Staff use this information well to ensure that they provide activities that they know the children will enjoy. This helps new children to settle well and begin to form trusting relationships with their key persons. Staff know the

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need to do better?

children well. n Staff focus on the daily timetable and busy themselves setting up the next activity, meaning they do not provide children with the focus and support they need to engage and benefit from learning. During these times, some children, particularly the younger ones, become unsettled and upset as they do not know

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need to do better?

2 July 2024 what is coming next and what is excepted of them. n Leaders seek advice from other professionals to help them support children with special educational needs and/or disabilities (SEND). Staff use targets set by outside professionals to support children's development. However, due to weaknesses in the delivery of the curriculum and staff interactions, these children do not always get the level of support they need to meet these targets. n Staff help children to develop their communication and language skills. They introduce new vocabulary, such as 'crunchy', and children enjoy discussions with each other when comparing how crunchy their apples are. Children develop and use new language well as they say 'mine is the crunchiest'. n Children learn about healthy choices and benefit from nutritious snacks and have ready access to water. Leaders provide information to parents regarding healthy lunch box contents. Staff ask children, 'What is your favourite fruit,' and children

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need to do better?

say 'watermelon'. Children use mathematical language as staff cut their fruit, such as 'quarter' and 'half'. Staff implement effective hygiene routines and children wash their hands independently. Older children attend to their own toileting needs. n Staff build positive relationships with parents, who speak positively about the pre-school. They value the home visits and report how well children settle. Parents notice children have increased in their social skills since starting at the pre-school. Communication with parents is regular and staff keep them well informed of children's care needs and activities their children have enjoyed.

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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

plan and deliver an ambitious curriculum that consistently stimulates and motivates all children to engage with their learning through purposeful activities, staff interactions and opportunities throughout the day 29/10/2024

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Due date

2 July 2024 ensure that the committee understands its roles and responsibilities and all staff, including leaders, receive effective supervisions and support to ensure that they meet their roles and responsibilities to enable them to provide children with good-quality learning opportunities 24/09/2024

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Due date

ensure that staff and the organisation of daily routines and activities provide children with the support they need to understand what is expected of them. 24/09/2024

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Setting details

Unique reference number 109554 Local authority Bournemouth, Christchurch & Poole Inspection number 10353800 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 35 Number of children on roll 43 Name of registered person Busy Bodies Pre-School Committee

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reference number

Telephone number 07979333351 Date of previous inspection 16 October 2019

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Information about this early years setting

Busy Bodies Pre-School registered in 1998 and operates from St Aldhelm's Centre in Branksome, Poole. The pre-school is open from Monday to Friday during term time only. Sessions are from 9am to 3.30pm, except for Thursday, when the pre- school closes at 1pm. The pre-school employs six members of staff. Of these, one holds a qualification at level 5, one at level 4, two at level 3 and one at level 2. There is currently one unqualified member of staff. The pre-school 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 deputy 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 spoke to children to find out about their time at the setting. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The nominated individual spoke to the inspector about the leadership and management of the setting. n The special educational needs coordinator spoke to the inspector about how they support children with SEND. 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.

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Inspection activities

n The manager and the inspector carried out a joint observation during snack time. n Parents shared their views of the setting with the inspector. n The inspector looked at relevant documentation and reviewed evidence of 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

2 July 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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