Busy Fingers Pre-school

Inspection of Busy Fingers Pre-school Busy Fingers Pre School, Main Street, Little Downham, Ely CB6 2ST

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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 Not applicable

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The provision requires improvement

Staff show that they are happy to see the children as they enthusiastically greet them when they arrive. They value each child and interact positively with them. The management team and staff plan activities to help children make progress. They have designed a curriculum that builds on the things that children can already do and the knowledge they already have, alongside an adult-led curriculum. Children explore the activities. Staff work hard to include all children. For example, they ask them to join them at the table-top activities, which children do. Overall, most children gain the necessary knowledge and skills that they need for their future learning, including school. Although the curriculum meets the needs of most children attending, the changes the management team has made have yet to be embedded to benefit those children with special educational needs and/or disabilities (SEND).

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The provision requires improvement

Staff are good role models and support children to interact positively with one another. They encourage children to understand the expected behaviours of them at pre-school. For instance, staff explain the rules and help children to understand that they should use kind hands and words. Most children behave appropriately. Staff nurture children's independence well. Children learn to take responsibility for small tasks to develop their self-esteem. For example, they collect their own water bottles from the trolley.

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need to do better?

n The management team and special educational needs coordinator (SENCo) have taken positive action to swiftly act on any concerns for children with SEND. They are making improvements and supporting practice and provision. However, previous delays in accessing support for children with identified gaps in learning mean plans are not embedded for all children to achieve the best possible outcomes. Furthermore, current strategies to close the development gaps are not fully effective, and this has an impact on children's readiness for the next stage in their learning. n The manager is reflective and evaluates all aspects of the pre-school. Staff say that they feel well supported and valued in their roles. They receive regular supervision meetings, observations and ongoing feedback about their practice. n Staff know where children are in their learning and talk about what they want children to learn next. They ask relevant questions to encourage children's

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need to do better?

communication, language and thinking. However, at times, the organisation of the environment during some daily routines does not run smoothly. For instance, there are times during the day when the noise levels rise, and the organisation of the routine does not lend itself to creating an orderly and calm environment. n Staff demonstrate new skills to children, encourage them to have a go and

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need to do better?

10 July 2024 praise their efforts and achievements. This helps to nurture children's positive attitudes to learning. However, staff tend to follow the routines and do not always adapt their practice to meet the needs of the younger children. For example, staff do not always give enough time and support to help those children who are still learning to follow the routines. Therefore, younger children do not always gain as much from teaching as possible. n Children are beginning to follow cues from staff indicating what happens next. For example, they are learning to tidy up when staff shake the tambourine. Most children understand the routines of the day. The management and staff team have support plans in place. However, children are still becoming familiar with the routines and structured learning. This can lead to some children becoming bored and restless, moving from one activity to another with little engagement.

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need to do better?

n Children experience safe risk and challenge as they climb and balance on tyres and design an obstacle course. They have lots of opportunities to test out their physical skills and strengthen their muscles through climbing, balancing and swinging on the outdoor play equipment. n Staff weave mathematical concepts through children's play. For example, children show their cutting skills and then identify whose paper is the longest. Children develop their knowledge of mathematics as they identify written numbers on small buckets and count out the corresponding number of spades to add to it. n Parents are happy and appreciative of the care and support that their children receive. Staff gather key information from parents before their children start at the pre-school.

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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

provide more consistent support for children with SEND to ensure that all children receive the help that they need to make good progress in their learning and development. 30/09/2024

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should:

n review the organisation of some activities and daily routines, to support children to play and learn in a more consistently calm environment n review how staff adapt practice to support younger children and meet their specific needs.

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Setting details

Unique reference number 2718538 Local authority Cambridgeshire Inspection number 10334806 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 30 Number of children on roll 40 Name of registered person Busy Fingers Pre-school

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reference number

Telephone number 01353698633 Date of previous inspection Not applicable

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Information about this early years setting

Busy Fingers Pre-school registered in 2023 and is run by a CIO management committee in the village of Little Downham, Cambridgeshire. The pre-school employs 12 members of staff. Off these, seven hold appropriate qualification at level 3 or above. The pre-school opens Monday to Friday, from 9am to 3pm, term time only. 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 inspector carried out this inspection as a result of a risk assessment, following information received about the provider. n The 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 Staff spoke to the inspector during the inspection. n The SENCo 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. n The inspector carried out joint observations of group activities with the manager. n Parents' written feedback of the setting was shared with the inspector.

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Inspection activities

n The manager provided the inspector with a sample of key documentation on request.

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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

10 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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