Bubsy Pre-School

Inspection of Little Leaders Pinner Green 35 Pinner Green, Pinner HA5 2AF

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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 clearly feel at home in this safe, secure and welcoming setting. They enter confidently and know the routine. Children find their peg for their coat, put their lunch box on the shelf, remove their outdoor shoes and wash their hands in preparation for the busy day ahead. They have warm relationships with the staff, who know them well. This means children settle quickly and develop a sense of belonging at the setting.

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The provision is good

The leadership team are ambitious for the children at the setting, including those with special educational needs and/or disabilities (SEND). The curriculum is based on the early years foundation stage, with seasonal themes and festivals included across the year. The curriculum this term is focused on children's personal, social and emotional development, to meet the needs of the cohort as they return from the summer break. Children are encouraged to explore their feelings and there is a lot of sensory activity for children to take part in.

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The provision is good

Staff create a calm atmosphere in the setting. They manage any unwanted behaviour well. For example, they use distraction techniques and sing to children to help them manage their emotions. Children are encouraged to use good manners in the setting. They learn how to keep themselves safe when crossing the roads while out in the community.

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need to do better?

n The leadership team has a good knowledge and understanding of how children learn. The team plan an interesting range of activities for the children that support children's development across all areas of learning. Children find the activities of interest and focus well for some time. For example, children show excitement when staff ask, 'What's in the box?' and are beginning to join in with familiar songs, counting the little ducks as they 'swim' back into the box. n Children are encouraged to build on what they already know and can do. They are currently enjoying the story of 'Goldilocks'. To extend the children's learning, staff plan other activities around the story. While children discover the texture of porridge oats, they are also encouraged to explore concepts, such as size and colour. They use scoops to fill small, medium and large bowls for the three bears. n Many children at the setting speak English as an additional language or need

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need to do better?

some extra help with their communication and language skills. Staff continuously talk to the children and ask them lots of questions. This ensures that the more confident children have many opportunities to practise their communication skills and develop their thinking. However, sometimes, quieter, more hesitant children do not get the same opportunities to participate and develop their speech and

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need to do better?

19 September 2025 language. New words, although spoken clearly by staff, are sometimes not repeated frequently to help children understand their meaning. n Staff are friendly and demonstrate care and concern for children. The key-person system is effective and care routines support children's developing independence and emotional well-being. Staff use observation and assessment effectively to identify any gaps in children's learning and next steps are shared with parents. The manager maintains keen oversight of all children's learning, and this ensures they are making progress. Staff receive regular supervision and feedback on their teaching practice. n Children go out into the local community for a walk every day and sometimes to the park, where they take part in a summer Sports Day event. They learn about the world around them. Staff point out the trees and flowers they can see and the children stop to wonder at a spider's web. Indoors, children have

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need to do better?

opportunities to dance, exercise and do yoga, which helps to support their physical development and good health. Risk assessment ensures these activities are safely managed. n Parents speak warmly of the setting and describe it as 'a safe place' for their children. They feel well supported by staff and communication is good. However, partnership with parents is an area that can be developed further by the leadership team, so that parents understand how to fully support the setting's work and help their children achieve the best possible outcomes.

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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 enhance staff's knowledge of how to support children's communication and language skills to further meet the needs of the children attending n continue to work in partnership with parents to develop awareness of the importance of the early years in a child's overall development, including the benefits of regular, timely attendance and early intervention when needed.

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Setting details

Unique reference number EY474399 Local authority Harrow Inspection number 10398344 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 20 Number of children on roll 10 Name of registered person Little Leaders Nursery LTD

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reference number

Telephone number 02037544475 Date of previous inspection 16 October 2019

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Information about this early years setting

Little Leaders Pinner Green registered in 2014 and is run by a private provider. The setting is based in the London Borough of Harrow and is open each weekday from 9am to 3pm, during term time only. It provides funded early education for eligible children. The setting employs four members of staff. Of these, all hold childcare qualifications at level 2 and above. The manager has a level 3 qualification.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The manager and inspector completed a learning walk together and discussed the early years curriculum and what they want children to learn. n Children spoke with the inspector during the inspection. n Staff spoke to the inspector at convenient times during the inspection. n The manager and the inspector carried out a joint observation of an activity together. n Parents shared their views with the inspector. n The manager, director and inspector met to talk about the leadership and management of the setting.

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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 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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Inspection activities

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