Brayton Busy Bees Pre-school

Inspection of Brayton Busy Bees Pre- school Brayton Methodist Church Hall, Chapel Lane, Brayton, SELBY, North Yorkshire YO8 9EE

p.1

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

p.1

The provision is good

Children arrive happy. They are greeted by friendly and caring staff. Many confidently wave goodbye to their parents at the door. Children, who are a little unsure, settle quickly in the presence of their key person. Children attend settling- in sessions to ensure that they feel comfortable before their parents leave them. Parents value this and feel it helps them to settle in. This also helps to build relationships with parents and embed a strong key-person system.

p.2

The provision is good

Regular assessments ensure that any gaps in learning are identified. Any additional support needs are identified at the earliest possible opportunity. This ensures that specialist support can be put in place swiftly. Staff are knowledgeable about their role and how to seek additional support for children where needed. The pre-school works well with a range of other professionals to ensure that all children's needs are being met, particularly those with special educational needs and/or disabilities (SEND). This means all children make good progress.

p.2

The provision is good

Children behave extremely well. They learn to use a range of tools safely, such as scissors and child-safe knives. A range of strategies are used to distract children from any unwanted behaviour. For example, when children draw where they are not supposed to, they are kindly reminded that paper is to draw on. This helps to support positive behaviours.

p.2

need to do better?

n The pre-school places a strong focus on supporting children's communication and language skills. Staff model a range of language during activities. For example, when preparing snacks, staff model words such as 'segments' and 'bunches' while preparing oranges and grapes. Group times further help to support children's communication through a variety of songs. Staff teach children a range of Makaton signs. This helps children to become effective and confident communicators. n Mathematics is carefully embedded into a range of activities and routines throughout the day. For example, during a cutting activity, staff talk to children about the 'pentagon' shape. They spend time counting how many sides it has. This helps children to understand the properties of shape. n Children are supported well to develop a love of reading. They enjoy swapping their books at the swap library, so they can take books home to enjoy with their

p.2

need to do better?

parents. This helps children to continue their learning at home. n The pre-school plays a large part within the community. For example, staff run a toddler group from the local community centre. Staff know the children and the community extremely well. They plan a range of experiences to support children's understanding of the world around them. For example, focus is given

p.2

need to do better?

12 March 2025 to ensure that children who do not have gardens at home are able to spend additional time outside. Staff identity experiences children may not have had, such as travelling on a bus. They then plan trips and outings to ensure that children have a wide range of experiences. n Overall, there are good arrangements in place to support children's health. Supervised tooth brushing takes place to teach children about oral hygiene. Children learn about where their food comes from. Staff work with parents to promote healthy and balanced lunch boxes. However, at mealtimes, children are not given consistently clear messages about healthy eating. n Management continuously reflect on the provision and make plans to improve. This ensures that the needs of individual children are being met. For example, they have developed areas to support children with SEND with additional funding. Staff have access to a wide range of training opportunities to develop

p.2

need to do better?

their existing knowledge. However, systems to observe and review the delivery of the curriculum are not fully developed. This means that opportunities to improve staff's practices even further are, potentially, overlooked. n Parents are extremely happy with the pre-school. They know that their children are making good strides in their learning, especially in their communication and language development. Staff ensure that parents are kept well informed of their children's progress. Parents receive a wide range of other helpful information, which supports them in many different aspects. This includes, for example, safeguarding and online safety, how to access any additional help if needed and ideas of how they can support children's learning at home.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

should:

n ensure more consistency in implementing the setting's healthy eating policy and procedures n enhance systems to check the delivery of the curriculum so that opportunities to improve staff's practice even further are identified and actioned.

p.3

Setting details

Unique reference number 400459 Local authority North Yorkshire Inspection number 10380650 Type of provision Childcare on non-domestic premises

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Sessional day care

p.4

inspection

Total number of places 20 Number of children on roll 40 Name of registered person Brayton Busy Bees Pre-School Committee

p.4

reference number

Telephone number 07932 907 943 Date of previous inspection 18 June 2019

p.4

Information about this early years setting

Brayton Busy Bees Pre-school registered in 1992. The pre-school employs seven members of childcare staff, all of whom hold appropriate early years qualifications at level 3 or above. The pre-school opens from Monday to Friday, during term-time only. Sessions are from 9am to 3pm. The pre-school provides government funded childcare and receives additional funding for disadvantaged children.

p.4

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 Children spoke with the inspector during the inspection. 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 spoke to the designated safeguarding lead to discuss how they keep children safe and deal with any child protection or safeguarding concerns. 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 manager and the inspector carried out a joint observation during snack time. n The inspector spoke to several parents during the inspection and took account of

p.5

Inspection activities

their views. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the pre-school.

p.5

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.

p.5

Inspection activities

12 March 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6