Mini Bugz Ltd

Report for childcare on domestic premises

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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 Good

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The provision is outstanding

All children are valued by the setting. Leaders and staff genuinely care about the children, their families and wider community. They have a strong understanding of the local area and are mindful of the pressures families face. They take account of this in developing their policies and procedures. For example, the setting provides 'bring and share' costumes for dressing-up events so that all children are included. Children know that they can take spare toothbrushes and donated toys home to share with their siblings and neighbours. This fosters a true sense of community where all children are supported to have the best start in life. Parents say the setting 'feels like family'.

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The provision is outstanding

Staff have consistently high expectations of children's behaviour. They teach children to say 'please' and 'thank you'. Staff make time to listen to children. They build strong relationships with them. This enables children to explore their environment with confidence. Staff remind children of the nursery rules, such as be kind and respect each other. As a result, behaviour is exceptional, and children have excellent attitudes to learning.

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The provision is outstanding

Staff skilfully work together with parents and other professionals to deliver comprehensively sequenced learning programmes. They deeply understand what each child knows and can do. They provide exciting activities that spark children's curiosity. As a result, all children make the best possible progress of which they are capable.

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need to do better?

n Leaders have developed learning programmes that ensure children have the knowledge and skills they need before moving on to new learning. For example, babies learn to feed themselves. Toddlers learn to place their plate on a tray when they have finished. Children in the pre-school gradually increase their independence until they can serve themselves and help pour drinks for their friends. This careful ordering of teaching means that children's skills build over time. n All staff understand and implement the setting's curriculum aims. Staff use their strong understanding of child development and knowledge of children's individual starting points to build on children's current knowledge and skills. They work with parents to ensure teaching strategies are consistent at home and in the setting. They provide targeted individual support for children with special educational needs and/or disabilities (SEND). Consequently, all children

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need to do better?

make exceptional progress across all areas of learning. n All staff provide high-quality interactions that extend children's thinking and communication. Staff provide back-and-forth interaction games with babies,

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need to do better?

28 May 2025 copying the sounds they make. Staff model new words as children play, and they repeat what children say, demonstrating how to pronounce words correctly. This enables children to communicate confidently. For example, children talk at length about their imaginative play. They describe what they are doing and negotiate with their friends. All children make excellent progress in their communication and language. n Children are confident, independent learners who can lead their own play. Staff skilfully stretch children's learning, for example, by wondering, out loud, how children might extend their activity. Children are consistently highly engaged, concentrating for long periods. Young children share a ball game. They take turns without needing an adult's help. They show pride in their achievements, saying, 'Yay, I did it!' Their friends congratulate them. Staff swiftly and skilfully adapt activities and routines to support children's personal, social and emotional

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need to do better?

development. For example, they recognise when children are becoming frustrated and change the activity before they become upset. As a result, there are very few conflicts, and children are ready to learn. n Children's relationships with staff develop their sense of uniqueness. Leaders and staff go above and beyond in getting to know children and their families. They have a detailed understanding of their local community. They find out about children's home-life experiences. They use this knowledge to provide activities that children might not otherwise experience. For example, when some children talk about seeing the cranes nearby, staff arrange an outing so that all children can see the cranes. This gives children a broader understanding of the world and prepares them for future learning. n Leaders and staff work extremely well together. They continually reflect on their practice to make improvements. Leaders take care of staff's well-being. They

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need to do better?

review and adapt their procedures to make sure staff's workloads are manageable. Staff report being inspired by leaders and their colleagues. The support, supervision sessions and training that staff receive consistently improve the quality of teaching and learning across the setting.

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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 EY539992 Local authority East Riding of Yorkshire Inspection number 10399852 Type of provision Childcare on domestic premises

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Registers

Early Years Register, Compulsory Childcare Register Day care type Full day care

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inspection

Total number of places 42 Number of children on roll 57

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reference number

Date of previous inspection 17 December 2019

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Information about this early years setting

Mini Bugz Ltd registered in 2017 and is located in Goole. There are eight members of childcare staff. Of these, six hold a recognised childcare qualification at level 3 or above. The setting opens Monday to Friday, from 8am to 5pm, for 50 weeks of the year. The setting provides funded early education places.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The nominated individual, and the room leaders in each childcare room, joined the inspector on a learning walk to discuss the aims and rationale for their early years foundation stage curriculum. 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 The inspector spoke with leaders about the leadership and management of the setting. 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 The inspector and the nominated individual carried out a joint observation of a whole-group science activity. n Parents and carers shared their views of the setting 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

28 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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