Brookmans Bears Preschool

Brookmans Bears Preschool

Unique reference number (URN): 2750734 Address: Brookmans Park United Reformed Church, Oaklands Avenue, Brookmans Park, Hatfield, AL9 7UJ Type: Childcare on non-domestic premises Registered with Ofsted: 10/10/2023 Registers: EYR Registered person: Brookmans Bears Preschool Ltd

p.1

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.

p.2

How we evaluate safeguarding

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

p.2

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.

p.2

Achievement Expected standard

Children make steady progress from their starting points across the areas of learning. They develop their communication and language through regular interactions. Children learn new vocabulary and begin to use it in their play, and they are becoming confident communicators.

p.2

Achievement Expected standard

All children, including those with barriers to learning, make progress. They engage in themes, topics and familiar activities based on their interests, which helps them revisit and practise skills so their knowledge becomes more secure over time. However, as this approach is not yet fully embedded across the team, some children do not benefit from targeted interventions to make even more progress.

p.2

Achievement Expected standard

Children develop the knowledge and skills needed for their next stage. They become increasingly independent and confident. Children benefit from experiences that encourage attentive listening and doing things for themselves to prepare them for school. Links with local schools support smooth transitions, helping children to move on with familiarity and readiness for future learning.

p.2

Behaviour, attitudes and establishing routines Expected standard

Leaders have created a calm and nurturing environment where children feel safe and supported. Relationships between staff and children are warm and positive. This helps children to settle, feel secure and begin to engage in learning. Children seek reassurance from staff, who are encouraging and responsive. There is a homely feel across the setting. Children show enjoyment through smiles, laughter and willingness to take part.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children are beginning to understand some expectations around their behaviour. For example, staff remind them to use 'kind hands'. Staff model respectful relationships and support children to play alongside and with their peers. Children receive encouragement to share and take part in group experiences. They benefit from knowing what is happening next, and this helps them to feel secure and ready to learn.

p.2

Behaviour, attitudes and establishing routines Expected standard

However, strategies to manage children's behaviour are not always consistent. Staff's explanations about turn-taking and waiting are not always clear enough, which does not support all children's understanding. Leaders recognise this and need to strengthen systems and provide further support, so staff have the skills and confidence to apply consistent approaches. Children attend nursery regularly. Staff follow up on any absences to support consistent routines and continuity in children's learning and care.

p.3

Children's welfare and wellbeing Expected standard

Staff support children's welfare and wellbeing through warm and nurturing care routines and positive relationships. Staff know their key children well and respond to their individual needs. This helps children to feel safe, settled and secure. The key-person system is effective. Staff complete daily diaries that share information about children's care, routines and experiences. This ensures communication with parents and carers is clear. It also supports staff to reflect on and meet children's individual needs.

p.3

Children's welfare and wellbeing Expected standard

Children receive support to begin to understand and manage their emotions. Leaders are reflective and have taken meaningful action to strengthen this area. For example, they are introducing strategies to help children to express their feelings and regulate their behaviour.

p.3

Children's welfare and wellbeing Expected standard

Children learn about healthy lifestyles through planned topics and themes. They explore healthy eating and oral health and take part in physical experiences that support their development. Staff plan regular opportunities for movement, including outdoor play and the use of equipment. This helps children to develop their coordination and confidence. Children benefit from calm mealtimes, which promote their social skills and positive manners.

p.3

Curriculum and teaching Expected standard

Leaders demonstrate an understanding of their curriculum and are developing this through ongoing reflection and training. They plan a broad range of experiences that reflect children's interests and starting points. Leaders ensure the curriculum covers all areas of learning and is adapted so all children can access learning. Staff prioritise children's personal, social and emotional development. They praise children's efforts and achievements, which helps them to build confidence and supports them to feel valued and form positive relationships. They are beginning to strengthen teaching through professional development and modelling. However, training is not yet consistently embedded to improve practice and teaching across the team.

p.3

Curriculum and teaching Expected standard

Teaching supports children's communication and language development. Staff model vocabulary, repeat key words and use questioning to encourage children to respond and join in. They plan activities, such as play dough, music sessions and bug hunts, to provide opportunities for children to learn new words and develop their understanding. Children sort insects that do and do not have wings, create repeating patterns using coloured dough and count claps to the beat. Staff introduce early mathematical concepts through motivating experiences. The curriculum places an emphasis on children's physical development. Staff provide children with regular opportunities for outdoor play and an engaging outdoor space. Children use pipettes to fill and empty containers and scissors to snip stems of daffodils for 'bug food'. Children show developing control and coordination. Staff support children's independence and plan experiences that broaden their learning and support positive

p.3

Inclusion Expected standard

Leaders have established an inclusive culture where they identify children's individual needs. Staff know children well. They use observations and tracking to understand what children know and can do. Staff make adaptations to the environment, routines and activities, along with strategies such as small-group work, to support children's communication, confidence and engagement. Staff know children well and swiftly identify any barriers to their learning.

p.4

Inclusion Expected standard

Leaders monitor children's progress and review the support. They have secure knowledge and understanding of how to support children with special educational needs and/or disabilities. Staff work closely with families to share information and children's next steps in learning. They seek advice from external professionals if needed. Staff use additional funding thoughtfully. For example, they use it to provide broader curriculum experiences, such as gymnastics sessions and small groups, which helps disadvantaged children to access learning and make progress.

p.4

Inclusion Expected standard

Staff receive training to support their understanding of children's needs and stages of development. Recent baby room training has allowed staff to implement more focused strategies that support children's learning. Overall, children, including those who face barriers to learning, receive support to make steady progress from their starting points. However, leaders have not ensured interventions and targeted support are more sharply focused and consistently implemented. This means that gaps in children's learning are not narrowed more effectively over time.

p.4

Leadership and governance Expected standard

Leaders are dedicated and reflective, acting as positive role models for practice and interactions. They have a clear vision for the curriculum and understand their children and families well. Leaders develop a positive and inclusive culture across the setting so all children can thrive.

p.4

Leadership and governance Expected standard

Leaders have an accurate understanding of the setting's strengths and areas for development. They identify priorities, such as strengthening outdoor learning, behaviour management and supporting children's emotional regulation. They are beginning to implement strategies to address these and drive improvements forward. However, while leaders support staff through modelling and guidance, this is not yet fully embedded and practice is not always consistent across the team. Leaders recognise the need to further develop staff's skills so the curriculum and expectations for children's behaviour are delivered more consistently. Professional development is prioritised. Staff benefit from regular meetings, supervision sessions and training. Leaders are beginning to consider how this impacts on practice. They are mindful of staff's wellbeing and provide ongoing support. Partnerships with parents and carers are well established. Communication is clear through regular updates, emails and

p.4

Leadership and governance Expected standard

questionnaires, which leaders use to reflect and make improvements.

p.5

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

Children arrive confidently. Staff welcome children into a calm and homely environment, where children settle quickly and feel safe. Children know the daily routines, and this consistency helps them to feel secure and ready to begin their day. Children form warm relationships with staff, seeking them out for reassurance and comfort and to share their ideas. This supports children's emotional wellbeing and sense of belonging.

p.5

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

Children enjoy their learning and are motivated to take part in a range of experiences. They choose from arts and crafts activities, explore the garden and take part in whole-group sessions. Children show curiosity as they search for minibeasts using magnifying glasses. They talk about what they can see and use tools, such as pipettes and scissors, with increasing control. Children play alongside their peers and receive support to be kind and respectful to one another and look after resources.

p.5

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

Children make progress from their starting points and develop confidence and independence over time. Staff identify those children who need additional support. They help these children to access activities so they can join in and build their skills. Children become more independent in their play and self-care. They are developing the skills they need for their next stage.

p.5

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

Children feel valued and listened to. Staff take time to respond to them, offer choices and support them to explore their own interests. Children are able to select resources independently and follow their own ideas. This helps them to develop a sense of identity and confidence as they explore the world around them in a way that is meaningful and enjoyable.

p.5

Next steps

Leaders should provide further training to staff on supporting children's behaviour, particularly around turn-taking and expectations, to develop staff's knowledge and skills

p.5

Address:

Brookmans Park United Reformed Church Oaklands Avenue, Brookmans Park Hatfield AL9 7UJ

p.6

Address:

Type: Childcare on non-domestic premises

p.6

Address:

Registered person: Brookmans Bears Preschool Ltd

p.6

Address:

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

p.6

Facts and figures used on inspection

so children understand boundaries and make the most of learning opportunities. Leaders should guide staff further to plan and deliver more precisely targeted interventions based on children's next steps, to help close gaps in children's development and accelerate their progress.

p.6

About this inspection

The inspector spoke with the leaders, managers, staff, parents and carers during the inspection.

p.6

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

p.6

Exceptional

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

p.7

Strong standard

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

p.7

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.

p.7

Needs attention

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

p.7

Urgent improvement

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

p.7

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. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

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

p.8