The Hive Preschool and Early Years

The Hive Preschool and Early Years

Unique reference number (URN): 2891408 Address: St Bernedettes Old Boys Rugby Club, Bamfield, Bristol, BS14 0XA Type: Childcare on non-domestic premises Registered with Ofsted: 06/03/2026 Registers: EYR, CCR Registered person: The Hive Pre School Ltd

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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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Inclusion Strong standard

Leaders ensure that children's individual needs, including those with special educational needs and/or disabilities, are identified very quickly. They act immediately to put in place necessary changes and to seek the support of wider professionals. This means that children receive the right support that they need to thrive straight away. Leaders consistently think about potential barriers to learning. They support families with issues such as potty training and sleep to reduce any impact on learning. Leaders ensure that all children are able to access adventurous experiences, such as bicycle riding. They make effective use of additional funding. They closely match their spending to the things that will make the biggest difference for children. For instance, they provide cookery sessions to help children explore food.

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Inclusion Strong standard

Leaders constantly review and adapt their approach. Staff benefit from comprehensive training in order to meet children's needs. For example, leaders noticed high levels of communication need. They quickly provided extensive training in specialist methods. Staff used their learning immediately. This resulted in considerable progress for children with speech and language needs. Leaders have a very clear oversight of children known to social care or who are disadvantaged. They work consistently to support all elements of their progress and development. They provide high levels of assistance for families. For instance, they provide food, help with paperwork and visit children at home where needed.

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Leadership and governance Strong standard

Leaders have managed the recent change of location very effectively. Their system of embedded routines has helped the children to settle quickly in their new environment. Leaders have a very clear understanding of the setting's strengths and areas for development. They use this knowledge to effect rapid change. For instance, leaders have recently developed a new behaviour management approach. This is quickly building staff practice and confidence.

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Leadership and governance Strong standard

Leaders have embedded a clear culture of continuous improvement. Leaders undertake regular specialist training, such as in trauma informed practice. They, and staff, readily accept feedback and seek to develop their skills. Staff value the consistent access to training and development that they receive. For example, they have recently asked for training in Makaton and leaders have arranged this. Apprentices feel that they are very well supported. Leaders also use peer training to support new staff to develop their skills, although some staff are too new for this to have yet had an impact. Staff are passionate about making a difference for the children. They all enjoy their roles and value their place in the setting, which they describe as having a family feel.

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Leadership and governance Strong standard

Parents all report how happy they are with the setting. They note the considerable impact that they feel the setting has made in their children's lives. They value the high level of support that they receive from leaders. Many parents choose to bring younger siblings to the setting after positive previous experiences. Leaders consistently build effective working

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Expected standard

relationships with all parents. Their engagement with all families ensures that children are extremely well supported.

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Achievement Expected standard

Children make clear, consistent progress across the setting. Children grow in confidence as they try new things and take risks. For instance, during a cycling session, children try bigger bikes. They persevere through challenges to achieve their goals. They become increasingly independent as they are encouraged to meet their own needs, such as by pouring their own water at lunch time. They clear away their plates and cups when they have finished.

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Achievement Expected standard

Children share their thoughts and ideas enthusiastically with staff. For example, they share their experiences with different transport types. Children develop their social skills as they work with others in group activities, such as making marks with vehicles and paint. Children are well prepared for their next steps, including for the transition to school. They try on uniforms and enjoy looking at books about their future schools and the teachers that they will have.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff have ensured that effective routines are well embedded. These have stayed in place despite the recent change of location. These clear routines and expectations help children to know what to expect and makes them feel safe. Children behave well. When needed, staff are swift to identify when children need reminders, such as to walk inside. Leaders and staff have developed an atmosphere of kindness. Staff model manners and courtesy and children mirror this. For example, they thank each other when taking turns with cars. Staff build effective relationships with children. These close bonds help children to feel secure, so they can explore their learning with interest. They adapt routines and expectations to ensure that all children are appropriately included. Children enjoy their learning. If upset, children are swiftly supported by staff, who know them well and understand them. They use this knowledge to comfort them in a way that works for them,

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Behaviour, attitudes and establishing routines Expected standard

Leaders work closely with families to ensure that regular attendance is encouraged and supported. For instance, they change sessions to support families' changing needs. At times, the noise level becomes too high, as staff do not make full use of the spaces available to them. This is unsettling for some children. In addition, staff cannot engage in meaningful conversation as they cannot hear the children.

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Children's welfare and wellbeing Expected standard

Children are safe and happy in this setting. Staff care deeply about each individual child and meet their care needs swiftly. They know each child well and adapt care routines to meet children's individual needs. For example, they support children to join some mealtimes as they start to develop a more positive relationship with food.

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Children's welfare and wellbeing Expected standard

Children learn about healthy actions and routines. For instance, they sing songs about washing and sleeping. This helps them to understand how to keep themselves healthy. They learn how to meet their basic needs, such as copying staff who model how to brush their hair and teeth. Children also learn about healthy diets. For example, children explain that cheese gives us calcium and discuss what makes a healthy lunch box. Leaders work with families to help them develop an understanding of infant nutrition. Leaders provide a wide selection of healthy snacks. This encourages children to try a range of new fruit and vegetables. Children learn about their own emotions and share their feelings openly. For instance, they say when they need to take a break as they are feeling tired.

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Curriculum and teaching Expected standard

Leaders have developed a clear and cohesive curriculum which is well understood by staff. Leaders continually adapt the provision to ensure that they can best meet the needs of the children that attend at the time. Children's physical development is prioritised by leaders and children develop rapidly. For example, they balance on one leg and learn to ride bicycles in weekly cycling sessions. Mathematical work is carefully woven through the curriculum. For instance, staff help children to count their fingers and compare the length of play-dough worms. Children develop a clear concept of time with the use of 'now and next' boards.

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Curriculum and teaching Expected standard

Staff develop children's understanding of their emotions. They name and acknowledge how they feel and teach them methods to calm themselves, such as deep breathing. This helps children to identify what they are feeling. Teaching is carefully adapted by staff to ensure that children's needs are well met. For example, children can watch activities before joining in themselves. Each child's small steps of progress are acknowledged and celebrated. Where practice is best, children's communication skills develop rapidly and staff skilfully move their learning forward. However, a large number of staff are new and not all interactions are of a consistently high quality. This occasionally impacts on the progress children make in their learning.

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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 arrive enthusiastically and are met by warm, friendly staff. Children build very effective relationships with staff quickly. They happily seek them out for support when needed. Children enjoy their days and smiles and giggles are a regular part of their time with staff. For instance, children explore paint with their hands and describe how it feels. Staff respond with enthusiasm and joy, which makes the children share even more of their thoughts. Children feel safe in the setting and enjoy attending regularly.

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

The setting has recently moved into a new building and leaders have managed this well. Staff have kept to consistent routines and structures. This means that the children have settled in to their new environment well and are engaged in their learning. They understand the expectations and routines, so they behave well. Staff regularly use songs and rhymes to support children's communication and knowledge of the world around them. For example, they sing songs about the weather and days of the week, which the children know well. They then use this understanding to talk about the weather of the day.

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

Children enjoy regular sessions at the local cycle centre. They learn to ride bicycles with growing skill and develop their balance and coordination. They progress from simple balance bikes to pedal bikes quickly. They confidently move their bicycles around obstacles and make use of the wide open space. This regular experience has a real impact on children's physical development. All children are welcomed and celebrated here. Their individual needs are well recognised and supported, so they thrive. Staff make careful changes to their teaching where needed. This helps all children to achieve and the children learn to accept and support each other in different ways. Children's confidence and independence grows as they take risks and try new things together. For instance, they work collaboratively to experiment with rolling cars up sloped tubing. This broad curriculum prepares children well for their next steps.

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Next steps

Leaders should ensure that new staff are supported to develop their skills so that they consistently engage in purposeful interactions with children. Leaders should ensure that noise levels are carefully monitored and reduced, so that staff and children can engage in meaningful conversation to develop children's communication skills.

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Address:

St Bernedettes Old Boys Rugby Club Bamfield Bristol BS14 0XA

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: The Hive Pre School Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday : 08:00 - 14:30

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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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About this inspection

The inspector spoke with leaders, staff, children 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.

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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

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 .

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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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