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

Typically, children make steady progress from their starting points and develop the knowledge they need for future learning including children with special educational needs and/or disabilities. Children develop their physical skills and have plenty of opportunities to practise both their small and large muscles. They enjoy ride along cars and playing basketball outside. Children have ample opportunities to access mark-making materials, supporting them for later writing. Children develop their language and communication skills. They dance and sing to action songs and show an interest in stories. Children learn early mathematics as they count in their play and build with magnetic shapes. Children know to wash their hands before mealtimes and after playing outside. This helps them develop healthy habits for later life. Children are becoming increasingly independent in their self-care skills. They talk with their friends at mealtimes about the different fruits. Children are growing

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Achievement Expected standard

in confidence and ready for their next stage of education.

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Behaviour, attitudes and establishing routines Expected standard

Staff know children very well and build warm and trusting relationships with them. As a result, children are eager and excited to engage in learning opportunities with them. For example, children excitedly engage in role play by pretending to fill their push along cars up with petrol and create their own shopping lists.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff typically set high expectations for children's behaviour. Staff encourage children to share and take turns. They are positive role models. This promotes children's social skills and helps them develop their early friendships. For example, older children work together as they write numbers on a white board, taking turns. Younger children hand their friends the toy trains as they play.

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Behaviour, attitudes and establishing routines Expected standard

Children generally behave well and follow age-appropriate rules and boundaries. However, staff do not always help children to understand the actions of their behaviour. This means that children do not fully understand what is expected of them at some times of the day. However, staff praise children's positive behaviour, this helps children feel proud and supports their self-esteem.

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Behaviour, attitudes and establishing routines Expected standard

Leaders place high priority of promoting children's positive attendance. They work closely with parents from the start to ensure to share their expectations. As a result, children's attendance is consistent. This further promotes a positive understanding of school attendance expectations.

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Children's welfare and wellbeing Expected standard

Leaders and staff develop warm and nurturing relationships with children and their families. Staff greet the children at the start of their day and take a real interest in their conversations. For example, children excitedly tell staff about their experiences outside the setting. Staff know the children very well and ensure that if a child become a little unsettled that their comforters are close by. This helps promote a sense of belonging, supporting children to feel safe and secure.

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Children's welfare and wellbeing Expected standard

Leaders provide children with healthy snacks and remind children of the importance of washing their hands before mealtimes. Staff actively encourage children to make healthy choices as they choose from various fruits. They discuss with children the positive impact that food has on their bodies and remind them to regularly drink water in the hot weather. This helps children to make healthy choices.

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Children's welfare and wellbeing Expected standard

Leaders promote children's physical development and ensure children have access to outside play. This helps children to develop their larger muscles and provides opportunities for running and catching balls. Children typically benefit from consistent routines that support their emotional wellbeing and helps them understand what will happen next. Children who require additional support, including those with special educational needs and/or disabilities, receive individualised approaches to meet their individual needs.

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Curriculum and teaching Expected standard

Since the last inspection, leaders have created an ambitious curriculum that focuses on children's personal, social and emotional development. Staff use assessment well to identify the skills and knowledge that they want children to learn. Typically, this helps all children to make progress from their starting points, including children with special educational needs and/or disabilities.

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Curriculum and teaching Expected standard

Staff plan regular singing and story time into daily routines, enabling children to have regular exposure to different vocabulary and build on their mathematical and literacy skills. Children are absorbed in purposeful conversations with staff and thoroughly enjoy singing action songs. This helps children to develop their expanding vocabulary. Staff weave in opportunities for children to count and compare sizes as they play. This promotes children's understanding of early mathematics in readiness for later learning. Children have ample opportunities to develop their physical development as staff encourage them to dance and learn new skills, such as skipping.

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Curriculum and teaching Expected standard

Staff understand younger children's learning well. They ensure that their favourite resources are available, which helps them engage positively in their learning. However, sometimes routines take precedence over children's learning. This means that children do not always benefit from the intended learning.

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Inclusion Expected standard

Leaders create an inclusive environment, where children feel happy, valued and safe. They have strengthened their procedures to ensure that children's individual needs are identified quickly. From the outset, staff work closely with parents to gather detailed information about children's interests and development. Staff complete regular and ongoing assessments of children's development. This helps them accurately identify any emerging needs and put individualised support in place. Leaders work with external agencies and professionals, and make referrals to support children's development. Generally, this targeted support for children, particularly those with special educational needs and/or disabilities, helps them to make progress from their starting points. Leaders plan professional development for the needs of the children that they care for. Staff have attended relevant training to support and promote children's language and

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Inclusion Expected standard

communication skills. Generally, staff use picture cues to support children to understand and follow nursery routines. However, this is not yet fully embedded within their practice. This means that children do not always get to build on what they already know and can do.

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Inclusion Expected standard

Leaders are committed to their work with children. They have worked in partnership with local schools to ensure a smooth transition, when children move to school. Leaders allocate any additional funding to provide resources and individually tailored support to ensure the curriculum is inclusive for every child.

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Leadership and governance Expected standard

Since the last inspection, leaders have improved coaching and mentoring for staff. They have implemented procedures to reflect on staff's teaching, which has helped leaders precisely identify areas of improvement. For instance, one-to-one meetings and observations of practice. Leaders monitor the impact of these to ensure it has a consistent effect on staff's practice. As such, typically, all children, including children with special educational needs and/or disabilities, are making progress in their learning and development.

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Leadership and governance Expected standard

Leaders have reviewed the curriculum and place high priority on children's communication and language. Staff have accessed training to help them plan targeted interventions to help children. Children who speak English as an additional language, develop their understanding and further their vocabulary. Staff comment that they feel very well supported in their roles in the pre-school. They say that leaders ensure that they have time to complete assessments and monitor their workload. This supports staff's wellbeing.

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Leadership and governance Expected standard

Leaders have established positive relationships with parents. They share children's individual targets from professionals and how they are supporting children in the pre-school. This two-way approach helps children to make the best possible progress in their learning. Parents comment on the home learning opportunities, such as building a fairy garden, and how their children have made progress in their development, in particular their communication and language skills.

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

Children arrive happy and eager to start their day at this welcoming pre-school. They demonstrate the close relationships they have established with the enthusiastic and caring staff as they talk excitedly, sharing their home experiences with them. Children show that they feel safe and secure and leave their parents with ease. Staff work closely with parents to promote children's attendance. As such, children maintain regular patterns of attendance. Parents comment on how well their children have been prepared for school, particularly in relation to their social skills and independence, including children with special educational needs and/or disabilities (SEND).

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

Leaders have developed a well-sequenced, meaningful curriculum. Children are curious and eager to learn. Older children take pride as they begin to form numbers in their early writing. Younger children create pretend shopping lists outside. Staff narrate and guide children in their learning, helping them to make sense of their early mark-making skills. Children are engrossed in conversations about familiar stories. They recall the characters in books and the sequence of events. Younger children sing rhymes, and staff use puppets and props to support children's engagement. Children thoroughly enjoy using the puppets, moving their mouths to pretend they are speaking. Staff are knowledgeable about how to support children with SEND. They use their understanding from training to implement targeted interventions. This helps all children to develop their communication and language skills, including children who speak English as an additional language.

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

Children generally behave well. Younger children are kind and pass toys to their friends. Older children play together and create games in the role-play area. Children learn the importance of health and hygiene at a young age. They know to wash their hands before mealtimes and enjoy social mealtimes. This helps children to develop healthy habits from an early age.

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Next steps

Leaders should give further consideration to daily routines so that they do not interrupt children's learning. Leaders should support staff to implement a consistent approach to children's behaviour so that children understand what is expected of them and why. Leaders should strengthen staff practice so they use effective strategies to support children's individual learning and development.

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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

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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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2 to 4

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

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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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