Busy Little Hands Pre-School

Busy Little Hands Pre-School

Unique reference number (URN): 2738850 Address: Village Hall, 21 Hull Road, Anlaby, HULL, HU10 6SP Type: Childcare on non-domestic premises Registered with Ofsted: 06/07/2023 Registers: EYR Registered person: Busy Little Hands 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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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff have high expectations for children's behaviour. Children show increasing levels of respect towards their peers. For example, they ask their friends if they can have a turn making a 'kebab' in the wooden barbeque. They take turns at being the 'shopkeeper' in the shop. Staff recognise these moments and praise children for their positive behaviour and respect towards each other. Leaders and staff also ensure that they organise children's experiences so that they have a secure understanding of what is expected of them. This includes firmly embedding daily routines. Children consistently show positive behaviour as they move between these familiar routines. For instance, they know that they must wash their hands before snack and always stay sitting down until they have finished eating their meals or snack.

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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff skilfully create a calm learning environment that stimulates children's fascination and interests. This helps promote children's consistently positive attitude to learning throughout the setting. For example, children explore their surroundings independently and choose where they want to play. They join in with either group activities or selecting toys to play with from the variety of choices available to them. Staff further build on children's engagement by inviting them to join group activities. Staff focus on children's play choices and move themselves to support children with their chosen activities. This supports children to build on their concentration skills.

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Behaviour, attitudes and establishing routines Strong standard

Staff take into account children's age and developmental stages when planning daily routines and make appropriate adaptations. They understand the importance of play for children and provide long periods of uninterrupted playtime. Attendance is promoted effectively and staff follow clear procedures to monitor and support children's regular attendance.

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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are a high priority at this setting. Leaders and staff form excellent partnerships with parents and carers. This helps staff to recognise any changes to children's needs and circumstances to keep them safe. Staff fully understand and swiftly identify the unique needs of all children including those with special educational needs and/or disabilities. They are responsive and effectively adapt procedures, such as nappy changing procedures to ensure children are fully supported and their wellbeing is prioritised. This means children experience consistent warm, attentive and nurturing care. Staff use gentle and calm approaches with children when establishing routines. Children who are new to the setting settle quickly. Children form close attachments with staff and demonstrate when they need help or reassurance if needed. This supports children's emotional regulation and self-worth from a young age. Children explore lots of opportunities for outdoor learning

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Children's welfare and wellbeing Strong standard

and test and extend their own ideas and progress in their physical abilities. Children demonstrate resilience and a can-do attitude to learning.

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Children's welfare and wellbeing Strong standard

Staff nurture children's healthy lifestyles and children's emerging independence is evident. Children wash their hands independently and express the importance of getting rid of any

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Expected standard

germs. Older children put their coats confidently and attend to their own toileting needs. Staff work with parents and share healthy lunch box expectations. They talk to children about healthy foods during mealtimes and demonstrate their awareness of safer eating requirements. Staff consistently promote the importance of regular teeth brushing through role play and reading books about visiting the dentist. Children have regular access to outdoor physical activities and fresh air. This supports children in adopting a secure understanding of healthy practices.

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Expected standard

Leaders place a great emphasis on helping children to recognise how to keep themselves safe. They promote road safety and 'stranger danger'. They support parents in understanding appropriate use of screen time and helps children understand how to keep themselves safe online.

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Inclusion Strong standard

Leaders create a welcoming and highly inclusive environment where every child and family are considered unique, valued and are very well supported. Leaders and staff are highly committed to their work with children. They ensure all children, particularly those who face barriers to their learning, have the best possible start to their education. Leaders and staff effectively and consistently identify and assess children's individual needs through careful observations, assessments and conversations with parents. They ensure that they identify and promptly address any barriers to learning. Staff consistently provide highly effective targeted support and well-planned activities to ensure children progress well in their learning.

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Inclusion Strong standard

Leaders use additional funding to provide children with support to help progress their development further. For example, resources purchased support children's emotional and wellbeing needs, supporting them to understand and manage their emotions. Staff receive specialist training to meet children's individual needs. This equips them with the knowledge to assist children with barriers to their learning.

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Inclusion Strong standard

Leaders understand the importance of positive partnerships with parents and other professionals. This promotes a collaborative approach to addressing gaps in children's learning. When staff identify gaps in children's learning, they implement effective strategies, such as small-group sessions and use of simple sign language and picture cards. This consistent effort helps ensure that all children can thrive and develop their communication skills effectively.

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Achievement Expected standard

Children make progress in their learning and development. They independently access resources, lead their own play, express their needs and invite adults to join them as they play. Children express their needs and show that they are confident to share their ideas and make requests. Children gain high levels of confidence and self-esteem. They are making expected progress for their age and stage of development across all areas because of the breadth of curriculum they receive.

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Achievement Expected standard

Children are eager to learn and display high levels of attention and concentration. Older children can identify their own name and are beginning to form letters. Toddlers show a keen interest in early mark making and confidently explore crayons and chalks. Outdoors, children play together well and take turns. They enjoy growing plants and playing in the toy barbeque where they pretend to make kebabs. All children show a keen interest in exploring books and talking about their favourite characters in the story.

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Achievement Expected standard

Children with special education needs and/or disabilities make rapid progress in their development. They are confident in expressing themselves and joining in play with their peers. Children achieve well in this setting and are well prepared for the next stage in their learning, including the move on to school.

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Curriculum and teaching Expected standard

Leaders have a suitable understanding of the curriculum and of the quality of teaching. They prioritise children's independence, communication and physical development. The curriculum is appropriately designed to meet the learning and development requirements of the early years foundation stage. Staff plan activities based on children's interests and next steps, helping to make learning meaningful and engaging. For example, they support children's understanding of the world through themed activities, such as turning the home corner into a flower and vegetable shop. Children's early mathematical development is supported by staff as children enjoy sorting different coloured bears into matching coloured bowls. They encourage them to count the ice creams they are creating in the sand tray using scoops.

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Curriculum and teaching Expected standard

Children's physical development and personal, social and emotional development are prioritised. Staff support children to develop coordination and control through planned activities such as navigating the climbing frame and balance bikes outside. They provide encouragement and reassurance to help build children's confidence and independence skills. Positive relationships underpin learning and support children to engage and participate.

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Curriculum and teaching Expected standard

Staff use assessment well to understand what children know and can do, and adapt their teaching accordingly, including for children with special educational needs and/or disabilities and those who face barriers to learning. Adaptations, such as targeted one-to-one support, ensures that all children are able to fully access the curriculum. However, teaching is not yet consistent across the setting. While some staff expertly extend children's thinking and learning, others do not consistently use high-quality interactions to deepen children's understanding to help extend their learning further.

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Leadership and governance Expected standard

Leaders demonstrate a clear understanding of the setting's strengths and areas for development. They respond appropriately when issues arise, such as reviewing and updating procedures and risk assessments, and providing refresher training to staff. Children benefit from effective partnerships with parents and carers, which help staff understand children's routines, preferences and individual needs so that they feel secure and valued from the outset.

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Leadership and governance Expected standard

Leaders show a clear commitment to sustained improvement. They make decisions that support children's safety and wellbeing and use additional funding to enhance provision and support children who are disadvantaged or have special educational needs and/or disabilities, helping them to access learning and make progress. The ongoing development of the outdoor area seeks to increase opportunities for natural play, such as growing vegetables and plants and is a current priority.

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Leadership and governance Expected standard

Leaders maintain a visible presence in rooms and provide day-to-day guidance and informal support to staff, taking account of staff wellbeing. Staff access learning and development opportunities, according to their interests. However, the professional development programme is not yet precisely targeted to promote consistently high-quality interactions. Leaders recognise where further development is needed to strengthen consistency in practice, and secure even better outcomes for children.

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

Children experience a caring and inclusive environment where they feel safe and develop secure relationships with staff. They are greeted warmly, settle quickly into familiar routines, and seek comfort from trusted adults when needed. Younger children are soothed with cuddles and reassurance, while older children engage confidently with staff and their peers. Children benefit from effective partnerships with parents and carers, which help staff understand their routines, preferences and individual needs so they feel secure and valued from the outset. Children attend regularly and arrive ready to learn, helping them to benefit fully from the broad range of experiences on offer.

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

Children show curiosity and enjoyment in their learning. They engage enthusiastically in activities such a nature role play table, stacking and balancing magnetic blocks, and exploring the outdoor environment. Children engage excitedly in the activities on offer, particularly story time. Children develop communication, early mathematical understanding and physical skills, for instance when they use tweezers and pipettes in the water tray and climb on the frame outside. They show confidence, sustain attention and cooperate well with others through sharing and turn-taking.

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

Children benefit from activities that are planned around their interests and next steps in learning. They are supported effectively through staff modelling, interaction and encouragement. Children with special educational needs and/or disabilities (SEND) and

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Address:

Village Hall 21 Hull Road, Anlaby HULL HU10 6SP

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Address:

Type: Childcare on non-domestic premises

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Address:

Registration date: 06/07/2023 those who face barriers to learning are included well. They benefit from consistent strategies, such as visual aids and signing, which help them communicate, participate and succeed alongside their peers.

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Address:

Children behave well and show positive attitudes to learning. They develop key skills through warm relationships, meaningful interactions and a broad range of experiences that support their confidence, independence and emotional wellbeing.

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Next steps

Leaders should ensure all staff consistently offer high quality interactions to children to further support their development. Leaders should target staff professional development specifically to enhance the quality of teaching to benefit children's learning.

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About this inspection

The inspector spoke with the manager, children, 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. Registered person: Busy Little Hands LTD

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About this inspection

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

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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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