Big Time Pre-Prep limited

Inspection of Big Time Pre-Prep limited London Borough Of Barnet, Mill Hill Library, Hartley Avenue, London NW7 2HX

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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 Not applicable

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The provision is good

Children are very happy and secure. The dedicated staff pride themselves on listening well to all children to foster a sense of belonging. Children display strong attachments with staff, including their key person. The nursery recognises the great importance of gathering information from parents about their children's interests and needs. This helps staff plan a curriculum that closely follows children's own choices and changing fascinations. Children are resilient and curious in their play and learn through the effective role modelling of the staff team.

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The provision is good

Children develop impressive language and literacy skills. They have a wonderful love of stories, which they recall through play and reading. Children spontaneously make marks on a large and small scale. Older children write their names and use words such as 'flowing liquid' when exploring water and textures in a tray. All children have many opportunities to explore numbers, measures and shapes in every learning area. For example, in the realistic role play area, children read numbers on shop labels and describe shapes they make with play dough.

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The provision is good

Throughout their day at nursery, children demonstrate high levels of engagement in their learning. They focus intently on their work and are expertly supported by the very skilled staff team. Children's emotional well-being is supported exceedingly well. They make friends and play well with their peers. Children demonstrate high levels of confidence and self-esteem in their learning, self-care and communication. All children, including those with special educational needs and/or disabilities (SEND), are optimally ready for their next steps in learning, including starting school.

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need to do better?

n Children behave well. Staff support them to gain the skills they require to work well with others. For instance, staff give children plenty of praise and model how to be kind and respectful to others. n Staff value and respect children's home languages. They learn and use key words to help children to settle into the nursery. All children, including children who speak English as an additional language, become confident talkers. n Staff carefully observe children's development and plan the environment and resources for children to meets their needs and interests. For example, there is an abundance of sensory experiences for children to explore textures and sensations in their play, as well as quieter areas indoors and outdoors for those who need these at times. n Staff maximise spontaneous learning opportunities. For example, when children practise using cutlery to eat a nutritious lunch, staff talk about spinach and how

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need to do better?

forks can be used to lift it. However, at times, staff do not support parents to

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need to do better?

1 May 2025 build on children's learning through enabling them to practise skills and concepts at home with their children. n Leadership is reflective and considers ways to develop the nursery even further. Staff have professional development opportunities. They have undertaken 'bucket time' training to build attention and communication with all children in their care. Relationships with external partners are good. Staff in the nursery make swift referrals and collaborate with a wide range of other professionals, such as inclusion support, local schools and speech and language services. Bespoke learning plans are devised to meet children's individual needs. This helps to ensure that children receive the right support, at the right time. n Overall, partnerships with parents are good. Parents are very complimentary about the care their children receive. Staff share a variety of information through daily discussions and the online app. However, strategies to consistently engage

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need to do better?

parents in home learning are not embedded. n Children with SEND are supported very well. Staff work hard to identify children's needs and use a range of strategies to help children develop in their own individual way. For example, staff use visual symbols as they talk with children to help develop their understanding. Any funding that children receive is spent well and has a positive impact on outcomes for children. All children make good progress. n Children have lots of freedom to explore indoors and outdoors. This helps children access fresh air and increase their physical skills and abilities. n Children manage simple risks in their play as they balance on circular swings, carry and pour water from measuring jugs onto plants, and ride on bikes. They access rich learning activities, such as weekly yoga, and explore wider spaces in a nearby park, where children discover changes in trees and leaves in the

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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 strengthen parent partnerships further in order to promote consistent ways of supporting children's learning at home.

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Setting details

Unique reference number 2716970 Local authority Barnet Inspection number 10388574 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 46 Number of children on roll 17 Name of registered person Big Time Pre-Prep Limited

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reference number

Telephone number 07938 082349 Date of previous inspection Not applicable

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Information about this early years setting

Big Time Pre-prep registered in 2023 and operates from Mill Hill library, in North London. It provides care term time only, from 8.30am to 3.30pm, Monday to Friday. The setting provides funded early education to children aged two, three and four years. There are four members of staff working directly with the children. Of these, the leader holds a suitable qualification of QTS, one staff member has a level 6 degree and two staff members hold early years qualifications at level 3.

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Inspection activities

n The manager held discussions on routine and planning with the inspector as she carried out a learning walk. n The inspector observed the quality of education indoors and outdoors, and assessed the impact of this on children's learning. n The manager and the inspector carried out a joint observation of an outdoor activity. n The inspector spoke with children, staff and parents during the inspection. n The inspector reviewed a sample of relevant documents including suitability checks, procedures and other records regarding health and safety.

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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

1 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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