Little Bee's Day Nursery & Pre-School Ltd

Little Bee's Day Nursery & Pre-School Ltd

Unique reference number (URN): 2576493 Address: 84-90 Quay Road, Bridlington, East Yorkshire, YO16 4JB Type: Childcare on non-domestic premises Registered with Ofsted: 30/06/2020 Registers: EYR, CCR Registered person: Little Bee's Day Nursery & 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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Behaviour, attitudes and establishing routines Strong standard

Staff and leaders have high yet realistic expectations for children's behaviour. These expectations take into account the children's age and stage of development. Any incidents of negative behaviour are dealt with consistently and effectively. Routines throughout the day are well planned and help teach children good habits. For example, following lunch, all children brush their teeth with staff support.

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Behaviour, attitudes and establishing routines Strong standard

Staff provide children with strategies to support their listening and attention skills. For example, staff enthusiastically encourage children to use their 'listening ears'. This helps children to focus on the activity taking place.

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Behaviour, attitudes and establishing routines Strong standard

Children and staff have formed warm and positive relationships with one another. The key- person approach supports these relationships across the nursery effectively. Staff are positive role models and ensure their actions reflect the nursery's values. Staff teach children to be respectful and to use polite language, such as 'please' and 'thank you'. Staff encourage children to tidy away toys once they have finished playing, joining in themselves and offering praise and encouragement.

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Behaviour, attitudes and establishing routines Strong standard

Leaders understand the importance of regular attendance and monitor it closely. They follow up absences with parents and carers in line with nursery policies and procedures.

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Inclusion Strong standard

Leaders and staff have a clear understanding of their community. They know the families and children at the nursery well, including the challenges they face. Staff work hard to provide an environment that is inclusive for all children. Leaders and staff quickly identify the most vulnerable children, helping to ensure that all children thrive.

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Inclusion Strong standard

The nursery makes a clear and demonstrable difference for all children, including those known to children's social care. These children make progress well and receive the best possible start. Leaders form effective working relationships with a range of professionals, including social workers. This enables them to access timely support for children and families.

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Inclusion Strong standard

Staff complete regular, detailed assessments, which help to identify children who need extra support. Additional funding is used effectively to support the children it is intended for. For example, funding is used to provide activities from external professionals to support children's physical development. Leaders carefully monitor the impact of this funding to ensure it has the desired effect.

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Inclusion Strong standard

Equipment is carefully sourced for children who need it. For example, staff recognise that some children self-regulate through spinning and have purchased spinning chairs. Staff with responsibility for special educational needs and/or disabilities receive specialist training to enable them to fulfil their role effectively.

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Achievement Expected standard

Children make typical progress across all areas of learning. Their communication and language skills are developing well. Older children are confident and able to ask for help when needed.

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Achievement Expected standard

Children who face barriers to learning continue to make consistent progress despite these challenges. This includes children who are known or were previously known to children's social care. Children with special educational needs and/or disabilities also make progress in relation to their individual starting points. This progress is monitored by staff and leaders.

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Achievement Expected standard

Children are well prepared for their next stage of learning. They learn a range of skills to prepare them for the next room in the nursery. Older children are well prepared for school. They learn a variety of practical skills, such as opening food packets and managing their own personal care needs.

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Children's welfare and wellbeing Expected standard

Staff are aware of guidance about safer eating. For example, staff ensure they are sitting with children during mealtimes and that they consistently supervise them. However, food is not consistently prepared in a way that reduces the risk of choking incidents. Snacks in the baby room are not always cut appropriately, and lunch boxes are not checked to ensure they contain no high-risk choking items, such as whole grapes. Leaders support staff to understand these risks through training and coaching in the moment. However, these procedures are not yet fully embedded.

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Children's welfare and wellbeing Expected standard

The key-person system is effective as children move through the nursery. Staff ensure they are kept up to date with any changes to routines at home, such as changes in sleep patterns. Children have formed close attachments to their key person. Babies enjoy cuddles with their key person before they go down for a nap. Staff know babies well and understand their routines.

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Children's welfare and wellbeing Expected standard

Hygiene practices are well supported, particularly for older children who wash their hands independently. They are also taught to attend to some personal care needs. For example, they use a mirror to wipe their mouths after lunch. Although younger babies' hands are cleaned before meals, this is done using hand sanitiser. This does not teach the youngest children to do this independently.

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Curriculum and teaching Expected standard

Leaders have created an inclusive curriculum. It builds on what children already know as they progress through the nursery. Leaders have identified key skills that they want children to master in each room to help prepare them for moving on to the next room. Staff complete a range of observations and assessments to identify gaps in children's learning. They use these to plan a range of engaging activities. Mathematical concepts are embedded within play. For example, staff support children to count the eyes that they add to their pictures.

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Curriculum and teaching Expected standard

Staff support children's communication and language skills effectively through day-to-day interactions and activities. For example, staff model a range of descriptive words as children play with play dough. Activities are planned to be engaging and provide children with a range of experiences. These are not always planned with individual children's next steps in mind.

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Curriculum and teaching Expected standard

Staff place a strong focus on children's physical development. There is a dedicated soft-play room, and children have daily access to outdoor spaces. Children enjoy navigating the space on balance bikes and receive encouragement from staff. Children also enjoy walking across balance beams. Staff encourage children to keep trying and to attempt this independently after initially being supported.

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Leadership and governance Expected standard

Leaders are passionate about providing the best possible outcomes for children, particularly those who face barriers to their learning, such as those who are known or have previously been known to children's social care. They understand the setting's strengths and the areas in which they need to develop. Leaders have a clear plan in place to continually enhance their provision. They identify and implement improvements to develop the quality of teaching effectively.

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Leadership and governance Expected standard

Leaders recognise weaknesses in practice. For example, they acknowledge that, at times, procedures have not always been followed to ensure children's welfare and wellbeing. Leaders ensure additional mentoring and training are provided to address these weaknesses.

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Leadership and governance Expected standard

Staff report high levels of wellbeing and feel happy and well supported in their roles. They have regular opportunities for development and training. Leaders seek out additional training opportunities to enable staff to fulfil their roles. For example, leaders have identified training opportunities to support staff to further enhance children's communication and language skills.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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

Children are happy and have made positive relationships with staff. Staff support children's social skills and engage in meaningful discussions with them. Children are happy to leave their parents and carers and are keen to engage in their learning. There is an effective key- person approach across the nursery. This helps staff get to know children and any barriers to learning they may face. The nursery has created a lending library for parents to borrow a selection of books. This helps to support children's engagement with books and stories at home. Staff focus on a number of nursery rhymes throughout the nursery. This helps children to have a more secure understanding and recall of these rhymes. Babies excitedly select spoons with pictures that represent their favourite nursery rhymes.

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

Children make steady progress throughout their time at the setting. Staff monitor children's progress and plan a range of activities to support their next steps in learning. For example, children enjoy scooping and pouring sand in the outside area as they develop their physical skills. They develop a range of skills to support them in their next stages of learning. Children become increasingly independent in attending to their personal care needs. There are effective settling-in procedures, which support children who are new to the setting. Children also have opportunities to visit the next room before they start. This helps to ensure a smooth transition between the rooms.

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

Children enjoy their learning and their days at the nursery. They join in with a range of activities and are confident in making choices within their play. Staff help children develop positive attitudes to learning. They provide regular praise and encouragement. This helps to

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Address:

84-90 Quay Road Bridlington East Yorkshire YO16 4JB

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Little Bee's Day Nursery & Pre-School Limited

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Address:

Register(s): EYR, CCR build children's confidence and motivation. Children learn to play cooperatively. For example, they enjoy playing together on the see-saw.

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Next steps

Leaders should ensure food served is consistently prepared safely, taking into account children's age and stage of development. This includes food that has been sent in from home. Leaders should continue to sharpen the monitoring of teaching to support staff to plan even more effectively for individual children.

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About this inspection

The inspector spoke with leaders, staff and parents 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. Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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About this inspection

Local authority: East Riding of Yorkshire

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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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