Bunnies Pre-School

Inspection of Bunnies Pre-School 48 Pitts Road, SLOUGH SL1 3XH

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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 are happy and settled. Throughout the pre-school, staff's warm smiles and positive attitude help to create a welcoming environment. The key-person system is well established, and staff know the children in their care well. Children demonstrate that they feel safe and secure. They are eager to come into the pre- school and confidently explore their surroundings.

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The provision is good

Children behave well and show a positive attitude to their learning. Staff provide fun activities, such as 'egg and spoon races', to challenge children and encourage them to think critically. During this activity, children show high levels of resilience and perseverance. For instance, when the eggs fall from the spoons, they pick them up and try again until they succeed. At other times, children explore different ways to complete the task, such as using bigger spoons. These positive experiences motivate children to learn and help them to develop a 'can-do' attitude.

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The provision is good

Children develop good communication and language skills. Throughout activities, staff provide a dialogue and speak to children in Polish and English. Children communicate confidently in both languages. They enjoy listening to stories, songs and rhymes, and they happily engage in two-way conversations with others.

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need to do better?

n Leaders ensure that all children, including those with special educational needs and/or disabilities, receive high-quality care and education. They have designed an ambitious curriculum to help children gain the knowledge and skills that are needed for the next stage of their learning. Leaders and staff recognise the importance of regularly assessing children's progress to ensure that they are developing well. They work effectively with other professionals to provide the necessary interventions so that children receive targeted support when needed. n Staff incorporate mathematics into everyday routines and experiences. Children naturally use numbers during play, such as counting how many cakes they make with dough. Staff provide engaging activities to help them to recognise numbers. For example, they hide numbered eggs in the garden for children to find. After finding the eggs, staff help children to peg these to the fence in the correct

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need to do better?

order. Children of all ages count confidently to 10, and older children can match quantities to their corresponding numerals. n Overall, teaching is good. Staff provide a range of activities to help support children's learning across all areas of the curriculum. However, during some activities, staff do not consider the learning needs of individual children. For example, they teach children the 'letter of the week' to help develop their early literacy skills. However, this activity is too challenging for the youngest children.

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need to do better?

31 March 2025 As a result, they do not become fully engaged in the learning opportunities that are available to them. n Staff have clear expectations for children's behaviour and conduct. They reinforce the rules of the pre-school daily to help children to understand what is expected of them. Staff act as positive role models and praise children regularly to reinforce positive behaviour. On the rare occasion that children struggle to manage their behaviour, staff quickly intervene and help them find solutions. For instance, when children struggle to share, staff suggest they count to a given number, and then it will be the next child's turn. n Overall, staff support children in developing a good understanding of the importance of leading a healthy lifestyle. Children follow good hygiene practices, such as washing their hands before meals and cleaning their teeth. Mealtimes are treated as a social occasion, and staff use these opportunities to engage

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need to do better?

children in small-group conversations. For example, some staff discuss how the foods children eat provide them with energy. However, this message is not consistently reinforced by all staff to fully support children to understand the importance of making healthy food choices. n Partnerships with parents are built on secure and trusting relationships. Staff communicate well with them to ensure that they are included in all aspects of their children's care and education. Leaders send regular emails to parents and invite them into the pre-school to discuss children's progress and make suggestions on how parents can support learning at home. n Staff work well together as a happy and enthusiastic team. Leaders ensure that staff complete routine training to keep their knowledge and skills up to date. Regular supervisions enable leaders to discuss staff's workload and well-being.

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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 provide children with suitable levels of challenge, particularly during planned activities, to capture their interest and support their concentration skills n strengthen children's understanding of the importance of making healthy food choices as part of leading a healthy lifestyle.

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Setting details

Unique reference number EY544459 Local authority Slough Inspection number 10380807 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 24 Number of children on roll 24 Name of registered person Bunnies Pre-School

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reference number

Telephone number 07903467732 Date of previous inspection 25 June 2019

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Information about this early years setting

Bunnies Pre-School registered in 2017 and is located in Slough. The pre-school opens Monday to Friday, from 9am to 3pm, during term-time only. It provides funded early education for two-, three- and four-year-old children. The pre-school employs five members of childcare staff. Of whom, four hold appropriate qualifications ranging from level 3 to level 6.

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Inspection activities

n The manager and the inspector completed a learning walk together and discussed how the curriculum is organised. n The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning. n The inspector carried out a joint observation with the manager and discussed the quality of teaching. n The inspector asked staff questions to establish their understanding of how to safeguard children and how they assess and plan for children's learning. n The inspector took account of the views of parents through face-to-face feedback provided.

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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

31 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.

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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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