Busy Bees Pre-School

Inspection of Busy Bees Pre-School St. Annes Community Centre, Warrys Close, Hythe, Southampton, Hampshire SO45 3QR

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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 do not fulfil the requirement to notify Ofsted about key changes in the leadership of the setting. In addition, there are some inconsistencies in the quality of education. However, children arrive happy, excited to begin their day. Staff are welcoming and friendly. They begin discussions with children about their favourite toys. Children show that they feel safe and comfortable. They build good relationships with staff and go to them for a cuddle.

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The provision requires improvement

Staff encourage children to play imaginatively. They initiate tea parties and join in with racing games in the garden. Staff introduce children to new words such as 'delicious' as they pretend to eat cake together. Children begin to learn about sharing. For example, staff encourage children to use sand timers when they would like to take turns with a toy. Through this, children begin to learn how to be respectful towards one another.

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The provision requires improvement

Children access a large outdoor play area. They run with confidence and skilfully avoid obstacles. Staff thoughtfully prepare activities that encourage children to experiment and take risks. Staff consider children's abilities and often provide activities that build on what they already know and can do. This promotes children's developing physical skills.

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need to do better?

n Leaders have not kept Ofsted informed about significant changes in committee members and the management of the setting. This means that necessary suitability checks have not been completed. However, committee members do not have any unsupervised access to children. Therefore, to date, there has been no significant impact. n Leaders have an understanding of how children learn. They develop a curriculum that follows children's interests. However, the curriculum intent in some areas of learning is less clear. This includes mathematics. Leaders do not consistently consider how to implement ambitious learning opportunities in these areas. As a result, staff are less confident to develop meaningful activities that extend children's learning. n Interactions are generally of good quality. Staff are interested in children's play and enjoy becoming involved in games. They increase children's language skills by engaging frequently in conversations. Furthermore, staff have a good

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need to do better?

understanding of children's stage of development. They know what children are working towards and share this with all staff. Through this, children's progress is often supported well. n There are effective arrangements to support children's independence. For example, they serve their own fruit and pour their own drinks at snack time.

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need to do better?

12 November 2024 Staff encourage children's confidence. They offer support as children learn to carry out hygiene routines by themselves. This promotes children's personal development in preparation for school. n Staff read to children with enthusiasm. Children become engaged and listen attentively for short periods of time. They talk together with staff about the books they have read at home. This begins to increase children's love of reading. Furthermore, staff encourage children to choose simple rhymes to sing as a group. Children show enjoyment and begin to build early literacy skills. n Staff explain that they receive some guidance to support the development of their teaching skills. However, this can be inconsistent. Staff do complete complete mandatory safeguarding training. This means that staff have a good understanding of how to keep children safe. n Where children receive additional funding, leaders do not develop effective plans

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need to do better?

to ensure that the funding is targeted to enrich individual children's learning. This means that children do not consistently benefit from the accurate use of funding entitlement. This does not consistently support the best outcomes for all groups of children. n Parents are happy with the personal communication they receive from staff. They know who their child's key person is and feel confident about who to speak to if they have any concerns. Staff provide parents with information daily. This informs them of any learning achievements that children have completed. Staff also provide information about activities to try at home. This supports a shared approach to children's learning.

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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

ensure that Ofsted are notified of changes to the management committee, so that suitability of new members can be checked and verified. 06/12/2024

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should:

12 November 2024 n improve the intent of the curriculum so that it is ambitious across all areas of learning and commonly understood by staff n monitor how additional funding is used to promote children's individual learning and development.

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Setting details

Unique reference number EY281439 Local authority Hampshire Inspection number 10359845 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 Sessional day care

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inspection

Total number of places 18 Number of children on roll 4 Name of registered person Busy Bees Pre-School Committee

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reference number

Telephone number 02380842393 Date of previous inspection 4 December 2018

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Information about this early years setting

Busy Bees Pre-School registered in 2004 and is run by a voluntary committee. It is in St Anne's Community Centre in Hythe, Southampton. It is open from 9.15am to 12.15pm, Monday to Friday, term-time only. The pre-school receives funding to provide early years education for two-, three- and four-year-old children. There are five members of childcare staff. They have qualifications between level 3 and level 6.

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Inspection activities

n The inspector and the leaders completed a learning walk together and discussed the early years foundation stage curriculum. n Staff spoke to the inspector during the inspection. n The inspector carried out joint observations of group activities with the leaders. 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 and committee members.

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Inspection activities

12 November 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

12 November 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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