Bears In The Park Pre-School

Bears In The Park Pre-School

Unique reference number (URN): EY544601 Address: 2nd Datchet Scout Hut, Green Lane, Datchet, Berkshire, SL3 9EX Type: Childcare on non-domestic premises Registered with Ofsted: 28/03/2017 Registers: EYR Registered person: Bears In The Park Pre-School Limited

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Expected standard

Generally, children are learning and developing well in readiness for their next stage of development and education, including school. Children with special educational needs and/or disabilities also progress well from their starting points. Children are developing the relevant skills and knowledge needed for their next stage in learning, such as their vocabularies and pronunciation of words, mathematics and self-care skills. Most children are developing their communication and language skills effectively. Overall, children communicate confidently with staff and their peers, discussing their play and what they want to make with play dough. Those who are still developing these skills receive additional support and strategies to enable them to make effective progress. The identified weakness and inconsistencies in staff teaching do not adversely impact on children's achievements and progress.

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Behaviour, attitudes and establishing routines Expected standard

Leaders support the importance of punctuality and attendance. They share with parents expectations and the importance of children attending regularly. Leaders help parents to understand the importance of developing good habits at an early stage ready for school. Staff support children to understand routines, such as shaking the tambourine to indicate activities will change in 5 minutes.

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Behaviour, attitudes and establishing routines Expected standard

Children behave well and are learning to share and take turns. They understand what is expected of them and the setting's basic rules. Staff offer gentle reminders, such as reminding children to walk and not run as required. Children play happily alongside, or with, their peers. They are curious and ask questions. For example, when they explore the model insects, they are interested to find out about the different creatures. Staff provide daily opportunities for children to share how they are feeling using an emotions board. This supports them to recognise and name their feelings and start to manage and regulate these independently.

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Children's welfare and wellbeing Expected standard

Children develop a sense of belonging in the setting, through close relationships with leaders, staff and their peers. This ensures that they feel safe and secure and able to learn. Leaders and staff support healthy eating through the curriculum. They teach children to understand about healthy choices, why exercise is good for them and the importance of good hygiene practices. Staff talk to children about healthy eating as they play, encouraging them to recall what they know. Leaders and staff support children to develop good hygiene habits, such as washing hands before eating. Younger children receive the support they need to do this. Leaders and staff are aware of children's dietary needs and manage these well. Additionally, children are supervised effectively when eating to ensure their safety. Children are beginning to develop independence skills, such as having a go at putting on their coats with staff support. They are also developing the skills to manage their own self-

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Children's welfare and wellbeing Expected standard

care needs, accessing the tissues to blow their nose themselves.

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Children's welfare and wellbeing Expected standard

Children spend time outside each day and enjoy opportunities to be physically active and practise their large motor skills. They run, step and balance on a chalk line they have drawn. Staff help children to learn about keeping themselves safe. They remind them not to run with hands in their pockets as it is unsafe and they may fall over. They also teach them to hold scissors safely by using their palm to grip the closed blades.

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Inclusion Expected standard

Leaders know individual children and their families well and understand their needs and backgrounds. They work with parents and staff to support children to settle and identify gaps in learning. Those responsible for children with special educational needs and/or disabilities understand their roles and responsibilities well. Experienced and knowledgeable practitioners provide training and guidance for staff as required to support the unique needs of children. They identify emerging needs in a timely manner and put interventions in place to support these. Leaders help staff to understand how to implement any agreed strategies, such as how to support unwanted behaviours and looking for any triggers. Leaders ensure that staff gather the required assessment information to support later referrals and liaise with outside professionals and agencies. Additional funding is used appropriately, in collaboration

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Inclusion Expected standard

with parents. For example. they provide additional resources for the new calm corner to help children regulate their emotions and find a quieter space as needed during the day. Where appropriate, children access their full entitlement to early education, ensuring that they gain relevant learning opportunities. Leaders make adjustments to children's attendance to meet their needs, such as adapting their hours of attendance to help children cope physically and emotionally with attending.

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Curriculum and teaching Needs attention

There are some inconsistencies with the quality of the teaching of the curriculum. For example, staff do not always know when to use their interactions with children to extend their learning or ask questions to encourage them to share what they know and can do. This means that, at times, staff are not able to support children to achieve to the best of their abilities. Leaders have created a curriculum that focuses on building children's knowledge and skills over time. The curriculum aims to provide children with experiences that prepare them for their next stage in learning and eventually move to school.

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Curriculum and teaching Needs attention

Key persons use their observations and assessments effectively to help them decide what they need to teach children to learn next. Parents meet regularly with staff to discuss the progress their children are making and if there are any concerns or additional support needed. This helps parents to be well informed to help support children's learning at home and to meet their individual needs.

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Curriculum and teaching Needs attention

Leaders and staff place a high focus on children's communication and language development. They encourage children to develop new vocabulary and join in with conversations. Staff use some simple signs to support communication and also picture books and boards to help children to communicate and understand routines. Staff offer children opportunities to listen to stories in groups or individually. They help children to understand that a story has a beginning and an end. Staff include mathematics in their everyday interactions with children.

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Leadership and governance Needs attention

Leaders have some systems in place to monitor staff practice, though these are not fully effective. Leaders have not identified the inconsistencies in staff teaching, particularly around how they enhance and extend children's learning further. Leaders are able to recognise when teaching is effective and where improvements are needed in their own practice and that of their staff. Leaders have some plans to address this, such as reintroducing regular staff observations to enhance their performance management procedures. Leaders have taken effective steps to address the actions from the last inspection. As a result, there have been significant improvements.

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Leadership and governance Needs attention

Leaders have prioritised training to support them to meet the previous actions. They have ensured that staff complete core and required training. They are now exploring further training to enhance staff knowledge and skills. They have recently joined an online training platform to give staff access to further training opportunities to support staff to improve their teaching further and to provide even better outcomes for children.

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Leadership and governance Needs attention

Staff report they are well supported by leaders, and their workload is manageable. Leaders are accessible and provide ongoing guidance and advice. Staff receive regular supervisions and appraisals to reflect on their roles and have achievable targets to complete additional training or qualifications to help them continue to develop in their roles.

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What it's like to be a child at this setting

Staff are not receiving the necessary level of support from leaders to help them improve the quality of their teaching practices to a consistently high standard to better support children's progress. However, leaders have made significant improvements since the last inspection, and all of the actions set have now been addressed. Children access a safe and secure environment that has been well risk assessed by staff to ensure children's safety. Leaders have replaced the fencing in the garden since the last inspection to ensure that this is safe for children to access.

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What it's like to be a child at this setting

Children arrive with great excitement to start their day at this pre-school. Children understand that they must put their lunch boxes and water bottles on the trolley and their coats on their pegs. Staff welcome children, talk about their weekend and what they have been doing while not at the setting. Children confidently recall and talk about what they have been doing when pre-school is closed. On the whole, children settle quickly. Staff offer sensitive support and reassurance when children struggle to separate from their parents or carers.

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What it's like to be a child at this setting

Children are generally confident and explore the activities and experiences on offer. Children are enthusiastic and keen to partake in the pre-school day. The curriculum supports all children to make effective progress in their learning and start to develop suitable skills for school. Children, including those with barriers to learning, develop a sense of belonging in the setting through close relationships with leaders and staff and, for some, with their peers. This ensures that children feel safe and secure and able to learn. Leaders and staff work closely with parents to ensure that children attend regularly to receive the full benefits in their learning.

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Next steps

To meet the requirements of the Early years foundation stage the provider must take the following actions by the assigned date:

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About this inspection

The inspector spoke with the leaders, staff, those responsible for safeguarding and special educational needs, parents and children during the inspection.

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About this inspection

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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Address:

2nd Datchet Scout Hut Green Lane Datchet Berkshire SL3 9EX

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Bears In The Park Pre-School Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 - 15:00

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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