Harvey Bears Nursery and Pre-School

Inspection of Harvey Bears Nursery and Pre-School The Village Hall, Village Street, Harvington, EVESHAM, Worcestershire WR11 8NQ

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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 Good

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The provision is good

Children receive a warm welcome from the caring and attentive staff. All children show that they are settled and happy, even those who are returning after a holiday and new children settling in for their first day without their parents. Staff build strong relationships with children and show genuine care for them. They sensitively support new babies, who soon settle and enjoy a cuddle with staff. Staff are very attentive to children's care needs, supporting their well-being closely. Staff know the children very well and each morning set up engaging activities that help to develop learning and concentration. Older children explore tabletop activities with curiosity and show a love for learning. Leaders and staff plan a curriculum that will enable children to engage in a range of free play and structured time to build a wealth of skills across all areas of learning. Older children make choices and lead

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The provision is good

their own play. Babies confidently explore their environment, knowing that familiar adults are close by to help when needed. Staff use the space indoors to allow babies opportunities to develop their walking skills and promote their physical development.

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The provision is good

Staff implement the 'golden rules' well and remind children of the expectations for their behaviour. Staff are good role models and are keen to engage in children's play. Children listen to staff and follow their instructions. Staff communicate high standards of behaviour and gently intervene and explain to children when some behaviours are not acceptable. Children handle the toys carefully and know they must use their 'walking feet' when moving around the nursery.

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need to do better?

n The skilled and experienced staff team create an exciting environment based on children's interests and learning needs. Leaders support new staff well with a thorough induction programme, providing training to ensure all staff have the skills they need to provide consistency of care. Staff supervision is prioritised alongside staff's well-being. Staff training is managed well to make sure it has a positive impact on children's learning. n Children take turns to be snack monitors, preparing fruit for others. Children are given specific instructions on using equipment safely, such as cutting using knives. Children peel bananas and oranges and learn about how fruits grow from seeds. Staff seamlessly embed mathematical learning when discussing shape, size and number during these routines. n Children develop their fine motor skills through activities, such as mark making with chalks and building with small bricks. Staff working with toddlers help them

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need to do better?

to build towers using bricks, and toddlers laugh with enjoyment as they watch their towers topple down. Older children are encouraged to make their towers as big as themselves. They are eager to show their creations to staff and visitors

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need to do better?

4 September 2025 and skilfully name the colours of the bricks and count them confidently. They compare the size of their towers with their peers, exclaiming mine is the 'tallest' and yours is 'smaller'. n Children show positive attitudes toward their learning. They engage in imaginative play when they act out real-life experiences using the play kitchen. They press the buttons on the microwave and play together with their friends to care for their dolls, helping to develop their social skills. Young children who are interested in cars enjoy exploring the trains. Staff sit with children and support them with building and pushing trains along the tracks. Children play alongside or with their peers, sharing resources and taking turns. n Children enjoy time outside each day, in the nursery garden, walking in the community or visiting the local park. Older children learn to use stilts for the first time. They concentrate and think about how to use their arms and legs at the

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need to do better?

same time to make the stilts move. They have fun developing their ball skills and negotiating obstacles as they use scooters skilfully. These opportunities support children's physical development effectively. n The setting has a range of policies and procedures in place, and these are shared with staff and parents. However, some policies are not regularly reviewed or updated to ensure they contain the most up to date and relevant information and guidance. This means that some information relating to recent changes to the early years foundation stage is missing. n Staff use every opportunity to introduce songs and stories into the daily routine, to ensure all children have access to books and have opportunities to share stories with adults. Staff read with excitement and recite key phrases from stories as they bring them to life. However, the location of some activities does not consistently support children to fully engage and listen intently during some

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need to do better?

activities. For example, when staff bring children together to share a story, background distractions interrupt their learning. n Snack and lunchtimes are very social occasions. Staff sit with children and engage them in conversations. Children delight in talking to staff about the healthy foods they have in their lunch boxes. Staff support children's independence skills by encouraging children to open packaging for themselves. Older children at this setting are very independent and have good self-care skills. Staff supervise children during mealtimes and ensure that food allergies or alternatives are provided using information gathered from parents. n Partnerships with parents are strong. Parents speak highly of leaders and staff. Parents have a high level of trust in the staff and feel extremely well supported. Staff maintain open and effective communication, keeping parents fully informed about their children's daily experiences and developmental progress.

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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 carefully organise the learning environment during group times to minimise distractions, enabling children to listen attentively and fully engage n ensure that all policies and procedures are regularly reviewed and updated so that the most up to date and relevant information and guidance are readily available to staff and parents.

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Setting details

Unique reference number 205490 Local authority Worcestershire Inspection number 10417032 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 Sessional day care

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inspection

Total number of places 30 Number of children on roll 48

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Name of registered person

Harvey Bears Nursery and Pre-School Committee

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reference number

Telephone number 07927903535 Date of previous inspection 28 January 2022

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Information about this early years setting

Harvey Bears Nursery and Pre-School registered in 1992 and is situated in Harvington, Worcestershire. The nursery employs 15 members of childcare staff. Of these, four hold appropriate early years qualifications at level 6, including the deputy manager who holds qualified teacher status. Five hold early years qualifications at level 3 and 2. The nursery operates during term time only. Sessions are available Monday to Friday from 8am until 3pm. The nursery provides funded early education for eligible children.

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Inspection activities

n The manager and inspector completed a learning walk together of all areas of the nursery and discussed the early years 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 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 manager carried out a joint observation of an activity. n Parents shared their views of the nursery with the inspector. 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

4 September 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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