Bedgrove's Busy Bees Pre School

Inspection of Bedgrove's Busy Bees Pre School 71a The Church Of The Holy Spirit, Camborne Avenue, Aylesbury HP21 7UE

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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 arrive happy and excited for their day at this welcoming setting. They separate confidently from parents as they put their books back in the lending library. Children are greeted warmly by the friendly staff who help them settle into activities. Staff know the children well and have strong bonds with them. Children show they feel safe and secure as they confidently talk to staff and choose from the wide range of activities that staff have planned.

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The provision is good

Staff have high expectations for children's learning and development. The welcome carpet time gives children information about what they will be doing during the day and helps them to decide activities of their choosing. Staff are good role models, and children behave well. If conflicts arise, staff support children to find solutions to resolve these themselves. This supports children to understand about their own feelings and the feelings of others.

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The provision is good

Children learn about the local community and the world around them. Staff plan walks to help children learn about the local area. This raised questions from the children about different buildings and the role of businesses. For example, children ask questions about the church, and staff extend children's learning by planning further visits. Staff print photos of the buildings, and children use these when using junk modelling to recreate what they have seen.

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need to do better?

n Leaders and managers have created a strong curriculum, which is clear about what they want children to achieve during their time at the setting. Information from parents when children first start, help staff understand and plan for children's individual needs. This means children make good progress from their starting points and are confident learners. n Regular observations and assessments mean that staff know children well. If gaps in development are identified or a child has special educational needs and/or disabilities, staff work with parents and other agencies to ensure that children and their families get the support needed in the quickest time possible. n Overall, staff encourage children to contribute to group activities and work together to complete tasks. However, at times, staff do not recognise when some children need encouragement to join in with group activities or support to socialise with their peers. This means, at these times, not all children's learning

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need to do better?

is taken to the highest level. n Children's communication and language is supported well. Staff ask children questions to encourage them to think and extend their vocabulary by introducing new words. They give children time to think and respond to questions. Recent training for using Makaton sign language has provided staff with different

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need to do better?

20 January 2025 methods to support children with their individual communication needs. Staff and children use simple signing successfully throughout the pre-school. This supports children to become confident communicators. n Overall, children's independence is supported well. Children self-serve their fruit at snack time, pour their own drinks and wash their plates and cups when finished. Children show pride as they successfully put their coats on themselves and enjoy the praise from staff as they do their own zips. However, there are some tasks that staff complete for children that they could do for themselves, such as preparing the fruit. As a result, children do not benefit from all opportunities to develop their independence. n Mathematics is woven well into children's everyday routines and through planned activities. Staff incorporate counting and number recognition into activities, such as snack time. Children confidently use tape measures to see

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need to do better?

how long objects are or how high they have built their towers. With support from staff, children follow and create patterns using shapes. This means children begin to understand simple mathematical concepts. n Staff build strong partnerships with parents. They comment that staff are caring, nurturing, professional and enthusiastic. Regular verbal and written feedback means parents are aware of what their children have been doing and what the focus is for their individual development. As a result, parents feel supported and the consistency between home and the pre-school means children make good progress.

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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 all children to access the activities on offer and develop their social interaction.

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Setting details

Unique reference number EY546569 Local authority Buckinghamshire Inspection number 10372523 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 32 Number of children on roll 30 Name of registered person Leone, Genette Carole

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reference number

Telephone number 07759096496 Date of previous inspection 24 April 2019

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Information about this early years setting

Bedgrove's Busy Bees Pre School registered in 2017 and is located in Bedgrove. It cares for children aged from two to five years. On Mondays, Tuesdays and Fridays, sessions run from 8.45am to 2.45pm. On Wednesdays, sessions run from 8.45am to 1pm. and on Thursdays, sessions run from 12pm to 3pm. The pre-school is open term-time only. It provides funded early education for two-, three- and four-year- old children and those with special educational needs and/or disabilities. The pre- school employs five members of childcare staff. Of whom, four hold appropriate early years qualifications at level 3.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. 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 at appropriate times during the inspection and took account of their views. n Staff 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 Parents and grandparents shared their views of the setting with the inspector. 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

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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