Early Birds, Night Owls & Little Ladybirds Pre-School

Inspection of Early Birds, Night Owls & Little Ladybirds Pre-School St. Josephs Catholic Primary School, Great Hadham Road, Bishop's Stortford CM23 2NL

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Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Overall effectiveness at previous inspection Not applicable

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The provision is outstanding

Children enter the setting extremely confident and self-assured, having developed strong trusting bonds with the staff. Children have a natural desire to learn from the moment they enter the setting. Staff plan an excellent range of learning experiences for children to choose from and which are designed to ignite and enhance their interests. For example, children expertly construct masterpieces in the building area, reconfiguring them until they are exactly right.

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The provision is outstanding

Staff have an expert knowledge of their key children. They design a purposeful curriculum based on children's interests and emerging curiosity. Children work in teams, acting out the 'Going on a Bear Hunt' story. They become hunters and explorers in the garden, seeking out bears. They work together to build cars with tyres and crates, using their physical skills. Staff model language at every opportunity, which means children have exceptional language skills. Children say, 'Wait for me', as they run to join in games with their friends.

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The provision is outstanding

Children's behaviour is exceptional. Staff skilfully teach children how to express their emotions and feelings. Children have safe spaces where they can seek comfort when needed. They use storytelling to explore their thoughts and imagination. Staff use expert skills to draw out children's ideas, thoughts and creative skills. As a result, children are very independent and resilient. Additionally, children build respectful, lasting relationships with their peers.

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need to do better?

n Inspirational leaders design a superb curriculum that staff expertly deliver in the setting. Staff have incredibly high expectations of children who consistently reach their full potential. Children have real-life experiences, such as using real hairdryers, to become hair stylists. They understand how to care for baby dolls, wrapping them securely before putting them to bed. Children learn positional language such as first and last. They explore volume when filling and pouring sand and water during their play. n Teaching is outstanding. Staff expertly model and guide children's learning, using provocations to ignite children's interests. They wait for children to invite them into their play. Additionally, they use these opportunities to extend children's learning. Children find torches in the cosy corner and discuss how it is 'dark' and that the 'electricity has gone off'. They use descriptive language during role play,

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need to do better?

saying, 'I am a black bear' and 'I am scary' when questioned by staff. n Children are exceptionally confident due to expert guidance from staff. They can self-serve their food and use knives and forks to eat. Children share, help each other and discuss their healthy food choices with staff. They have excellent manners, saying, 'May I have some water, please'. They count out and name

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need to do better?

23 May 2025 items of food as they place them on their plates. n Staff work efficiently with parents and other professionals to support children. They implement effective support plans and use funding to improve outcomes for children. As a result, children, including those with special educational needs and/or disabilities, make significant progress in their learning and development. n Staff skilfully teach children about diversity through stories, books and activities. Children compare similarities during nature play. For example, children explore the colours of flower petals when scooping them out of water bowls. They mix paint and describe the changing colours and how some are the same and some are different. n Transition arrangements are highly effective. Children adjust extremely well and settle in quickly having met staff on home visits. Children are well prepared and ready for school because staff help them to develop their independence from an

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need to do better?

early age. n Parents speak very highly about the setting. They attribute their children's high achievements to the passionate and dedicated staff. Parents are consistently updated on their children's progress, helping them to support their children's learning at home. They describe the setting as 'a place where children's dreams come true'. n Staff well-being and training are given the highest priority by leaders. Staff feel valued and supported within their roles, and are motivated to deliver high-quality provision. All staff use Makaton to support children's language and communication skills. As a result, children, especially those who speak English as an additional language, make exceptional progress in all areas of their development.

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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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Setting details

Unique reference number 2710027 Local authority Hertfordshire Inspection number 10380778 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 80 Number of children on roll 134 Name of registered person Early Bird and Night Owl Childcare Ltd

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reference number

Telephone number 01279 771367 Date of previous inspection Not applicable

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Information about this early years setting

Early Birds, Night Owls and Little Ladybirds Pre-School registered in 2022. It is one of seven settings run by the provider. The setting employs 15 staff. Of these, eight hold appropriate early years qualifications at level 3 or above. The setting is open Monday to Friday, throughout the year. Sessions are from 7.30am to 6.30pm. The setting provides government funded early years education for all eligible children.

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Inspection activities

n Leaders and managers discussed the intent of their curriculum during a learning walk with the inspector. n The inspector spent time observing the quality of education and teaching, indoors and outdoors, and assessed the impact on children's development and learning. n The inspectors talked to staff at appropriate times during the inspection. n Leaders shared documentation, including evidence of staff suitability and training certificates, with the inspector. n The inspector talked to several parents during the inspection and took account of their views. n The manager carried out a joint observation of a group activity with the inspector.

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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

23 May 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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