Busy Bees Pre-School

Inspection of Busy Bees Pre-School The Pavilion, Eynsford Close, Petts Wood, Kent BR5 1DP

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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

All children, including those who have recently started attending, demonstrate that they feel happy, safe and secure in the warm and welcoming pre-school. Leaders and staff provide an inclusive environment for all children. An effective key-person system supports children's emotional development and helps to foster early attachments so that individual children's care needs are met from the outset.

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The provision is good

Children demonstrate a positive attitude to learning and behave well. The dedicated leader and staff have high expectations for children's behaviour and conduct. They act as positive role models, and rules and boundaries are in place to help children to understand what is expected of them.

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The provision is good

All children, including those with special educational needs and/or disabilities (SEND), make good progress from their starting points. Leaders establish effective partnerships with other professionals in children's care and learning. They regularly liaise with them, follow their advice and use this information to provide targeted support for individual children. Staff promote children's communication and language skills effectively. Throughout their interactions, they provide a dialogue, repeat words and phrases and introduce new words to extend children's vocabulary. Children talk with confidence and engage in effective two-way conversations with staff, who listen with interest to what they say.

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need to do better?

n Leaders are committed to providing a curriculum to ensure that all children, including those with SEND, develop the knowledge and skills they need for the next stage of their learning. Staff assess children's development to find out what they already know and can do. They use this information to identify any emerging gaps and plan for children's next steps. n Leaders have a clear intent of what they would like children to know and to learn. They create an ambitious and well-planned curriculum. Activities are based around the children's interests and topics, and children are encouraged to join in. On some occasions, however, staff are not as confident in their understanding of what it is they want children to learn during planned activities. This means, at times, children do not have the best learning opportunities. n Overall, teaching is good. Staff are good role models. Children eagerly engage with them in their play. However, at times, staff do not recognise children's

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need to do better?

emerging interests during these interactions. Therefore, they do not plan as effectively to extend children's learning. n Children's physical development is well supported. Children access outdoor activities regularly. They develop their large muscles as they run and ride wheeled toys. Staff remind them to take turns, so they do not bump into each

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need to do better?

25 September 2024 other. Children use their small hand muscles as they chop their fruit and make marks using chalk. This supports children's emerging early writing skills. n Children have a love of books in this pre-school. They understand how books work and how to look after them carefully. Children take the time to look at books independently. They enjoy listening to stories and eagerly use words they learn, such as 'storm' and 'nocturnal', in their conversations. n Children have opportunities to develop their mathematical skills. They keenly count how many children are present and how many candles are on their cake. Staff encourage mathematical language as they explain to children that they have cut the banana in 'half' and which is 'bigger'. This supports children to develop their mathematical knowledge. n Partnerships with parents are a real strength at this pre-school. Parents comment that children are happy to attend, staff are friendly and they feel

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need to do better?

supported as a whole family unit. They see their children making progress and receive information daily about what children have been doing. n Staff work well as a team. Leaders show a high regard for staff's well-being, ensuring that they feel appreciated, which helps them in fulfilling their roles and developing their practice. Staff have many opportunities to gain further knowledge and skills.

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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 support staff to have a better understanding of what children need to learn during planned activities n strengthen staff's interactions, so they recognise children's changing interests as they join their play.

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Setting details

Unique reference number EY247983 Local authority Bromley Inspection number 10355208 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 24 Number of children on roll 8 Name of registered person Busy Bees Pre-School Partnership

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reference number

Telephone number 01689839611 Date of previous inspection 21 November 2018

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Information about this early years setting

Busy Bees Pre-school registered in 2002. It is situated in Petts Wood, within the London borough of Bromley. The pre-school opens from Monday to Friday, during term-time only. Sessions are from 9.15am to 2.45pm, Monday to Thursday, and from 9.15am to 12.15pm on Fridays. The pre-school employs four members of childcare staff. Of whom, two hold a childcare qualification at level 3, one at level 2 and one is unqualified. The pre-school provides funded care and early education.

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Inspection activities

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 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 a joint observation with the manager. n The inspector spoke to several parents during the inspection and took account of their views. 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

25 September 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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