Bluebell Pre School

Inspection of Bluebell Pre School Bluebell Pre School, Woodhall Lane, South Oxhey, herfordshire WD19 6QX

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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 Not applicable

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The provision is good

Children are happy and settled in this warm and welcoming pre-school. Staff create an exciting learning environment that ignites children's interests and helps them to become quickly engaged. Children build strength in their hands as they manipulate dough. Staff use words, such as 'stretch' and 'roll', helping children to build on their vocabulary. Staff actively engage children in developing positive attitudes to healthy eating. Children enjoy preparing their own lunch, chopping peppers and making their own humous. Staff discuss the nutritional benefits of the foods as they prepare it, promoting a strong focus on healthy eating. Staff model positive behaviour by eating with the children, encouraging them to try new foods. They celebrate their attempts, giving plenty of positive praise which helps to raise children's self-esteem and build their confidence.

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The provision is good

Children develop a love for books. There are plenty of reading opportunities, with a well-used cosy reading corner accessed by children throughout the day. A lending library encourages children to take books home to share with their families. Children make full use of the outdoor environment which offers rich opportunities for exploration and physical development. Children grow their own pumpkins, explore herbs in a sensory area, and engage in riding tricycles around a track, providing them with a wealth of positive learning experiences.

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need to do better?

n Staff deliver an ambitious curriculum that is designed to build on children's confidence, independence and resilience, helping them to prepare for the next stage of their education. There is a robust key-person system, where children's next steps in learning are clearly identified and displayed. Staff know their key children well and tailor learning opportunities, such as games that focus on sharing and taking turns, to support their learning and development. n Staff engage well with children. They get down to the children's level and become fully immersed with them as they play. Children use their creativity to make winding train tracks and involve staff as they role play in the home corner, pretending to be hairdressers. Sometimes, during play, staff do not use questioning techniques effectively to extend children's learning. n Children are consistently encouraged to develop their independence, from

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need to do better?

peeling fruit at snack time, scraping their plates after meals and putting their own coats on. Staff guide children in these tasks while allowing them to take responsibility, helping them to build and develop these skills. n Staff work extremely hard to support children with special educational needs and /or disabilities (SEND). They work closely with families and a range of external professionals to ensure that children receive the support they need. Staff receive bespoke training to use equipment to support children, ensuring they are

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need to do better?

26 September 2024 inclusive within the pre-school. This provides all children with good quality learning opportunities and, in particular, supports children with SEND to make good progress from their starting points. n Parents speak highly of the pre-school. Parent boards provide information, including oral health promotion and top tips for supporting children's well-being. Parents are informed about their child's day through an online platform and a daily newsletter, and policies and procedures are readily accessible. Parents are invited to attend coffee mornings and fundraising events, providing a welcoming space for new parents and strengthening community ties. n Staff provide a range of activities that help children to build on their communication and language. For example, children are familiar with songs and join in as they sing nursery rhymes during adult-led activities. However, sometimes these adult-led activities are too long, and children become

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need to do better?

distracted, which has an impact on their engagement. n The staff team communicates well with each other, ensuring smooth transitions and effective deployment. They collaborate closely with the local school, participating in events and fostering strong community links to support smooth transitions for children moving into school. This ensures that children are well supported and safe. Morale is high within the team, and all staff have a shared goal of providing the best possible start to children's education.

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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 in using effective questioning techniques to give children more opportunities to build on their critical thinking skills and extend their learning n consider the length of time children are expected to participate in adult-led activities to fully support children's positive engagement.

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Setting details

Unique reference number 2689252 Local authority Hertfordshire Inspection number 10355345 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 27 Number of children on roll 20 Name of registered person Breakwell, Jessica Bunny

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reference number

Telephone number 07943021909 Date of previous inspection Not applicable

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Information about this early years setting

Bluebells Pre School registered in 2022. It operates from a purpose-built building in the grounds of Woodhall Primary School in South Oxhey. The pre-school is open each weekday from 9am until 3pm, during school term time. It provides funded early education for two-, three- and four-year-old children. The pre-school employs five members of staff, two of whom hold appropriate early years qualifications at level 3 and one with early years professional status.

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Inspection activities

n The manager joined the inspector on a learning walk. She talked to the inspector about the curriculum. n The inspector observed the quality of education being provided, indoors and outdoors. She discussed children's progress with staff. n The manager and inspector carried out a joint observation. n The inspector looked at relevant documentation. This included evidence of staff suitability, staff records and safeguarding documents. n The inspector spoke to parents during the inspection.

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Inspection activities

26 September 2024 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 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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