Bears In The Park Pre-School

Inspection of Bears In The Park Pre- School 2nd Datchet Scout Hut, Green Lane, Datchet, Berkshire SL3 9EX

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Overall effectiveness Inadequate

The quality of education Inadequate Behaviour and attitudes Inadequate Personal development Inadequate Leadership and management Inadequate Overall effectiveness at previous inspection Good

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The provision is inadequate

While leaders are dedicated, there are a significant number of areas in need of improvement. Children's learning and development are not supported effectively and their safety is compromised. Although, staff have some understanding of safeguarding procedures, there are significant gaps in their knowledge. This compromises children's safety and welfare. Despite these failings, children seem happy to attend and mostly appear to enjoy their time at the setting. Children are focused and engaged in some of the activities on offer. However, the intentions for children's learning are not thought out well. This does not enable children to make progress and reach their full potential. For example, children enjoy drawing and naming their favourite foods, but staff do not use this opportunity to extend their language skills and vocabulary.

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The provision is inadequate

Staff are caring and offer hugs to children if they need reassurance and this helps support their emotional well-being. Children are reminded of behaviour expectations, for example children were asked by a staff member to take turns and to listen to what their friends had to say. However, this is not consistent with all staff. The curriculum does not fully support the children in developing their attitudes and behaviour through their learning.

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need to do better?

n Leaders do not ensure that staff have a sufficient understanding of what they intend children to learn. As a result, the learning experiences staff provide for children do not consistently meet their individual needs or support their development effectively. Staff do not prioritise supporting children in developing their communication and language skills. For example, during adult-led activities, staff do not always develop and enrich children's vocabulary through their interactions. As children play with play dough and fresh herbs in the outdoor kitchen, staff do not support children's language development effectively. n Staff do not fully understand the pre-school's safeguarding policy and procedures. They do not understand how to identify and respond to safeguarding issues, which compromises children's safety and welfare. Leaders are not aware of the gaps in staff's safeguarding knowledge and, therefore, do

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need to do better?

not provide adequate support to ensure this improves. n Leaders do not offer appropriate support to staff, to ensure they have the skills to adequately identify children's learning on arrival. Additionally, staff do not accurately identify what their key children need to learn next. Key people are not always aware of the progress children are making. This means they are unable to support their learning and development effectively. n The pre-school does not effectively acknowledge and embrace the cultural diversity of the children who attend. The current approach leaders and staff use

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need to do better?

19 June 2025 to recognise children's individual backgrounds and cultural needs is ineffective. Although they recognise some festivals and celebrations, staff are unaware of the languages spoken at home. Additionally, they do not know the ethnicity of their key children. This does not effectively meet children's individual needs or support an inclusive approach. n Staffing arrangements are inadequate, particularly during mealtimes and high- risk activities. Staff are not effectively deployed to ensure that children are adequately supervised. This leads to potential risks to their safety. For instance, children are not supervised adequately during snack time and activities involving water and food. n Risk assessments are not fully effective. They do not identify and minimise potential risks to children's safety and well-being. Leaders do not take prompt and effective action to address safety concerns. For example, children play in an

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need to do better?

area where fencing is broken and unsafe. This poses a risk to their safety. n Leaders have an insufficient knowledge and understanding of when they must inform Ofsted of changes or events. They have failed to notify Ofsted of significant events, including in relation to allegations. This is a requirement of their registration. n On the whole, the children behave well and are kind to each other. They learn to take turns and share resources and demonstrate developing social skills. However, staff do not consistently support children in managing their own behaviour. Strategies for promoting positive behaviour are not always clear and consistent. As a result, children do not always learn the consequences of their actions.

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Safeguarding

The arrangements for safeguarding are not effective.

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Safeguarding

There is not an open and positive culture around safeguarding that put's the children's interests first.

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Due date

develop staff's knowledge and understanding of the curriculum intent, to enable them to provide children with good-quality learning experiences that meet the individual needs of all children 03/07/2025

p.3

Due date

19 June 2025 ensure that all staff have a clear knowledge of all safeguarding policies and procedures to enable them to recognise and respond to concerns about children or staff in a timely manner 03/07/2025

p.3

Due date

improve the key-person system to ensure that there are effective arrangements in place to meet the individual needs of children and support their learning 03/07/2025

p.4

Due date

ensure that staff develop the knowledge and skills to acknowledge and value the ethnic and cultural diversity of the children attending 03/07/2025

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Due date

provide coaching, training and support for staff to ensure they understand and support children's behaviour in an appropriate way 03/07/2025

p.4

Due date

improve staffing arrangements to ensure that staff are appropriately deployed to adequately supervise children, particularly at mealtimes and high risk activities 03/07/2025

p.4

Due date

ensure that risk assessment is used effectively to identify any risks to children's safety and ensure action is taken to reduce or minimise risks in a timely way. 03/07/2025

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Setting details

Unique reference number EY544601 Local authority Windsor and Maidenhead Inspection number 10399695 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 30 Number of children on roll 25 Name of registered person Bears In The Park Pre-School Limited

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reference number

Telephone number 07432025123 Date of previous inspection 11 December 2019

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Information about this early years setting

Bears In The Park Pre-School registered in 2017. The pre-school operates from a scout hut in Datchet, near Slough, Berkshire. It is open each weekday from 9am to 3pm, term time only. It receives funding to provide free early education funding for children aged two to four years. The nursery has four staff working directly with children, two of whom hold relevant early years qualifications at level 2 and above. The manager has a level 5 qualification.

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Inspection activities

n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want the children to learn. n Children spoke with the inspector during the inspection. 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 manager and the inspector carried out a joint observation of a small-group activity. n The inspector spoke to several parents during the inspection and took account of their views. n The inspector spoke to staff at appropriate times during the inspection and took account of their views. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the nursery.

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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

19 June 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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