Busy Bees Pre-School

Inspection of Busy Bees Pre-School Village Hall, Main Road, Bishop's Sutton, Alresford, Hampshire SO24 0AA

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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

Children separate from their parents with ease as they happily enter this warm and welcoming pre-school. They greet staff with a big smile as they run over to their friends. Children display a strong sense of belonging and show that they feel safe and secure. For example, children sit on the lap of staff and cuddle into them, chatting away excitedly about their home life. Staff listen well, showing genuine warmth and kindness.

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The provision is good

Staff implement a fun and stimulating curriculum, which focuses on developing children's independence and confidence. Staff carefully consider children's next steps in learning. They use the information they identify to plan targeted experiences to help close gaps in learning.

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The provision is good

Staff ask children what activities they would like to carry out. Children become excited as they say they want to make 'sausage pizzas' out of modelling dough. They enjoy working together to make sausages and use mathematical language, such as 'longer than' and 'shorter than', to compare sizes. Staff encourage children to think about what other toppings they would like on the pizza. They ask questions, such as what to use to clean up the ingredients off the table. Through these self-directed tasks, children build confidence in their abilities and demonstrate a sense of pride in their accomplishments.

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need to do better?

n There is a strong safeguarding culture in the pre-school. Leaders carry out detailed risk assessments and know how to record and report any concerns. Thorough recruitment procedures are in place to check the suitability of staff working with children. That said, those responsible for the pre-school have not notified Ofsted about changes to committee members within the required time frame. Nonetheless, this has minimal impact on children because committee members, who have not yet had their suitability verified, do not have any unsupervised contact with children. n Children with special educational needs and/or disabilities and those in receipt of additional funding are well supported. Leaders spend additional funding thoughtfully to provide the extra sessions, meals and resources that children require. Staff work closely with outside agencies to ensure that children have appropriate support in place. All children make good progress from their starting

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need to do better?

points. n Staff support children to understand their own feelings and emotions. They encourage children to indicate how they are feeling on a coloured mood board. For example, children put their name on the colour that represents their mood, such as blue to represent that they are tired. This helps children to put a name

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need to do better?

20 January 2025 to their emotions. n Children have many opportunities to be active in the fresh air and develop their physical skills. Younger children enjoy throwing a flying disc to staff, helping to develop their hand-eye coordination. Pre-school children are passionate about their forest school sessions. Staff have robust procedures to teach children road safety as they walk to the forest school site. For instance, they all hold onto a rope and look each way before crossing the road. Children run and explore the natural environment and pay particular attention to freshly formed mole hills. They compare the sizes of them and notice that as they walk on them, the ground sinks beneath them. Children explore confidently and understand to take care on the uneven surfaces and riskier terrain. n Staff place high priority on developing children's communication and language skills. They introduce new words to children, such as 'trowel', and carefully

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need to do better?

model the correct pronunciation of words. Children laugh with delight as they join in with interesting stories. They are confident communicators and use a wide range of vocabulary while chatting happily to friends. n Children's behaviour is generally good. Older children sit quietly and listen during group times, and all children behave well at lunchtime. However, at times, staff are not consistent when managing behaviour and do not always help children to learn about the consequences of their actions. This means that, on occasion, younger children struggle to understand behaviour expectations, and some unwanted behaviour occurs. n Leaders have developed highly engaging strategies to involve parents and carers. For example, they invite them to their annual 'Spring bash'. Staff share information and ideas that enable parents to extend their child's learning at home. Relationships between parents and staff are trusting and respectful.

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need to do better?

Parents speak highly about the pre-school. They comment that staff are lovely and communicate well.

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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 consistently help children to understand the expectations for their behaviour and the impact of their behaviour on others.

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Setting details

Unique reference number 511327 Local authority Hampshire Inspection number 10376011 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 26 Number of children on roll 21

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Name of registered person

Busy Bees Pre-School (Bishops Sutton) Committee

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reference number

Telephone number 01962 809918 Date of previous inspection 14 May 2019

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Information about this early years setting

Busy Bees Pre-School registered in 1992. It operates from the village hall in Bishop's Sutton, Hampshire. The pre-school is open Monday, Tuesday and Thursday from 8.30am to 3pm, Wednesday 8.30am to 12 midday and Friday from 8.30am to 1pm, during term time only. The pre-school receives funding for the provision of free early education for children aged two, three and four years. The pre-school employs four members of staff, all of whom hold a recognised childcare qualification.

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Inspection activities

n The inspector viewed the pre-school and discussed the safety and suitability of the provision. n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want the children to learn. n The inspector talked to staff and children at appropriate times during the inspection and took account of their views. 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 working in the pre-school.

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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

20 January 2025 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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