Bus Stop Pre-School

Inspection of Bus Stop Pre-School Kitchen Garden, Polesdon Lacey Estate, Great Bookham RH5 6BD

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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 Outstanding

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The provision is good

Caring and committed leaders and staff warmly welcome children and their families to this outdoor setting. Children arrive, excited to start their busy day. They swiftly engage in play and interactions with enthusiastic staff in the setting's tent. Staff build trusting bonds with children and place their emotional well-being at the heart of everything they do. This helps children feel safe and secure.

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The provision is good

Children show a true passion for learning. Leaders and staff adapt their broad curriculum to take account of children's previous observations in nature, such as spotting and hearing a variety of birds. Children attentively listen to staff at group times, for instance, when sharing an interactive book of different bird calls. In real time, staff and children collectively listen out for bird sounds and intelligently debate the name of each bird they hear. Staff skilfully connect children's prior knowledge to their new learning, such as talking about which bird sound is similar to a woodpecker's. Differentiating between the various bird calls effectively supports children to transfer these skills when learning sounds of letters, in preparation for reading.

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The provision is good

Children impressively recall several rules and boundaries set by leaders and staff, such as being kind to others, sharing and taking turns. They discuss how important it is to make their friends feel happy, if they become sad. Children successfully demonstrate these rules in practice. For example, if their friends trip over, they quickly help them to stand up and ask if they are alright.

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need to do better?

n The dedicated team of leaders and staff have worked tirelessly to create a brand new open-air environment. They have organised well-defined areas that reflect the planned curriculum, such as an arts and crafts area, a reading tent and a role-play kitchen. Safety is their main priority for children who know, for example, that they must never walk inside the fire circle. Before children go on their 'wonder' walks around the grounds of the estate, staff ensure their understanding of what needs to be packed in the trolley, such as a first-aid kit, water, snacks and a camera. Children keenly describe the purpose of each item. n Being active outdoors in the fresh air, for most of the day, promotes children's emotional well-being, knowledge of nature and physical skills well. While in the nearby spectacular grounds, children climb trees, balance on fallen trunks, roll down the grassy hills and run with great control. Their confidence is evident as

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need to do better?

they continually test out their capabilities. Children relish staff's generous praise for their efforts, resilience and achievements. n Leaders have created a thoughtfully designed curriculum, which promotes children's knowledge and skills as they learn outdoors. For instance, children

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need to do better?

6 March 2025 learn to safely use a range of cutting tools under staff's close supervision. They enjoy playing independently with friends in some of the designated areas, such as the tree swing area and sand pit. However, at times, the implementation of the curriculum does not fully captivate and engage all children. Consequently, on occasion, some children are not supported to test out their own ideas and expand what they know and can do across all seven areas of learning and development. n The curriculum for communication and language is a key strength. So much of the lively conversations is rooted in children's first-hand experiences. This is illustrated when children imaginatively make 'sand pancakes and drinks'. They share their unique concoctions with staff, explaining 'worms' are the main ingredient. Staff pretend to consume these creations and expertly extend children's vocabulary with descriptive language. Children fully benefit from staff's

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need to do better?

impressive knowledge and retain facts well. n Children are well supervised by experienced staff. However, on occasion some staff are busy carrying out other tasks that take them away from children, for extended periods of time. Deployment of staff in these circumstances does not fully prioritise the implementation of the curriculum so that children consistently get the very best opportunities for learning. n Staff teach children about the importance of leading a healthy lifestyle. Children know they must wash their hands thoroughly before eating and take a drink of water to stay hydrated. They are encouraged to put on their outdoor weatherproof wear independently. Those in need of further support, are guided sensitively by staff. Children remember that certain foods give them energy, helping them to remain fit and active. Children delight in the dance sessions led by staff. They show their unique dancing skills with expression.

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need to do better?

n Parent partnership is strong and effective. Staff keep parents fully informed of their children's fun-filled day and give detailed feedback about their ongoing progress. Parents value children's opportunities to learn and flourish outdoors. They comment on their children's impressive achievements, especially the rate and success at which those children who are learning English as an additional language develop good communication skills.

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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 enhance the planning and implementation of the curriculum to fully capture

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should:

6 March 2025 children's interests and engagement, and to encourage them to participate in the full range of experiences available to them to help extend their learning n strengthen staff deployment so that children consistently get the very best opportunities for learning.

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Setting details

Unique reference number EY445410 Local authority Surrey Inspection number 10380573 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 24 Number of children on roll 17 Name of registered person Rice, Catherine Rose

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reference number

Telephone number 01372 879 712 Date of previous inspection 13 June 2019

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Information about this early years setting

Bus Stop Pre-School is a privately owned, family-run setting, which operates within the grounds of Polesden Lacey Estate in Great Bookham, Surrey. The provider follows a forest school philosophy. The provider employs five members of staff. Of whom, four hold appropriate childcare qualifications from level 5 to level 6, one of these has early years professional status and another has qualified teacher status. In addition, two hold a level 4 forest school qualification and are trainers, and two hold a level 3 forest school leader qualification. The pre-school operates from Monday to Thursday, 9am until 4pm, during term time only. The setting is eligible to receive funding to provide free early education for children aged two to fours years.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The owner 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 spoke to children to find out about their time at the setting. n The inspector talked to staff at appropriate times during the inspection and took account of their views. 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 owner and the inspector carried out a joint observation of a whole-group activity. n Parents and grandparents shared their verbal and written 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 setting.

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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

6 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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