Gee's Little Bee's

Gee's Little Bee's

Unique reference number (URN): 2523856 Address: Unit 9, The Grange Industrial Park, Rawcliffe Road, Goole, DN14 6TY Type: Childcare on non-domestic premises Registered with Ofsted: 28/03/2019 Registers: EYR, CCR, VCR Registered person: Gee's Little Bee's 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 have created a culture based on harmony and respect, that is visible throughout the setting. Every room sets high expectations. It starts in the baby room, where the youngest children learn to listen and grasp early boundaries. These expectations are then followed throughout the setting.

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Behaviour, attitudes and establishing routines Strong standard

Staff model positive behaviours in their daily interactions. They show how deeply they value the children. Children learn to manage their emotions well, when supported by resources and the care of the practitioners. This allows them to show their best possible behaviours.

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Behaviour, attitudes and establishing routines Strong standard

Embedded routines are smooth across the setting. Children grasp the rules at a level that suits their development. For example, they show good manners during snack and mealtimes and understand the setting rules. Children happily practise sharing with their peers, saying 'please' and 'thank you'. They also share with staff when they have made positive choices. Children explain how happy it makes them feel. In every room, staff set boundaries and expectations that are clear and consistent. Consequently, children consistently show a positive attitude towards each other.

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Behaviour, attitudes and establishing routines Strong standard

Babies joyfully engage in sensory dances. In the two-year group, children love to share their news. In pre-school, children are eager to show their name-writing to different adults. This stable environment helps children to feel confident about learning. As a result, children develop a genuine love of learning.

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Behaviour, attitudes and establishing routines Strong standard

Leaders have a clear understanding of attendance and its vital importance in preparing children for school. Staff develop positive relationships with families. They work closely with families to anticipate any barriers to attendance. Leaders have procedures in place to support the family and child. As a result, children attend regularly and make the most of learning opportunities.

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Achievement Expected standard

Children make progress and achieve well across all areas of learning. They show a deep enjoyment of books. They participate in daily songs, rhymes and storytelling. This helps build their confidence in communication and vocabulary skills. Due to thoughtful mapping, their learning is matched to their individual stages of development. Children typically access learning at a level that is right for them. This allows children, specifically those who are vulnerable, to make steady progress and reach their developmental milestones.

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Achievement Expected standard

Children build on their knowledge as they transition throughout the setting. This continuous learning journey fosters independence and confidence. It also nurtures a love of learning. Children are proud to share their achievements with staff members, and show a real passion for learning. They have a deep love of reading in this setting. Children also understand counting, recognise numbers, and can form them well.

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Achievement Expected standard

Children often leave the setting more independent and ready for school. They can use and hold a range of equipment, eat by themselves and pour their own drinks. Alongside this, children learn to manage their own safety, such as wearing hats in hot weather.

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Children's welfare and wellbeing Expected standard

Leaders, staff and parents work together to create a warm and safe space where children thrive. Typically, staff show knowledge of their key children, in addition to the other children in the setting. They are responsive to each child's needs, ensuring clear communication between home and the setting. The children learn that they are valued, understood, and seen as individuals, and that their welfare is generally understood by caregivers around them. To extend their sense of belonging, children regularly explore the local community. They visit care homes, use public transport, and welcome local visitors in to the setting.

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Children's welfare and wellbeing Expected standard

Hygiene and care practices are generally carried out well throughout the setting. Leaders have identified actions to ensure that food-play activities do not pose a risk. Staff teach children how to wash their hands and how to stay safe in the sun. Children gain an understanding of how to keep themselves safe, such as wearing hats and sun cream.

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Children's welfare and wellbeing Expected standard

Staff promote a healthy diet by providing freshly cooked 'child-safe' meals, alongside a range of healthy snacks and milk. During mealtimes, staff prompt discussions with children about healthy choices and discuss their likes and dislikes. On the whole, children become independent in managing their own needs.

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Children's welfare and wellbeing Expected standard

Overall, children enter the setting happily each day. They demonstrate a clear fondness for the staff and the setting. Many families return with their younger children after older siblings leave, showing a continued trust in the care provided by the staff.

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Curriculum and teaching Expected standard

Leaders have an accurate understanding of their current curriculum, and they plan to strengthen this further. The curriculum builds on what children learn as they move between rooms. It generally enables children to take part in learning activities. Leaders plan ongoing improvements so that all children can access ambitious goals.

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Curriculum and teaching Expected standard

Leaders deliberately use books to develop children's communication skills. This is evident through a love of reading in every room. Children show a keen interest in stories and grow their vocabulary. For example, children of various ages choose books to read with adults. They pay close attention and join in with familiar phrases.

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Curriculum and teaching Expected standard

Leaders manage internal transitions and prepare children well for school. Learning is structured carefully across all age groups. They have worked closely with professionals to develop this plan. For example, staff build physical skills from babyhood upwards. Babies build core strength and gross motor skills. Older children build fine-motor skills to hold pencils and scissors. Some adaptations help children at various stages grow skills that suit them. Staff use targeted resources, a calming area, sensory equipment, and tailored emotional support. They also enhance adult-led learning with tools, such as sensory bottles, to enrich the story. However, staff do not consistently adapt the curriculum across all activities. As a result, some children cannot fully engage or access every learning task.

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Inclusion Expected standard

Leaders and practitioners understand child development and special educational needs and/or disabilities (SEND). They understand key milestones, such as babies starting to walk. Staff use this knowledge to plan targeted small steps. Leaders and staff then look for early signs of need; to track and put small, achievable steps in place. As a result, children receive quick support and steadily close gaps in their learning.

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Inclusion Expected standard

Staff expectations are typically clear across the setting. They help children who have communication differences to join in. Staff use choices, gestures, and high-interest items to support children's communication. This helps children to communicate their needs clearly and take part in activities alongside their peers.

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Inclusion Expected standard

Disadvantaged children often receive the right resources, helpful changes to their environment, and enough support to lower barriers. Staff also understand the emotional difficulties that these children face, and provide tailored care. When these are in place, they have a positive impact on children's wellbeing and learning. They allow children to feel emotionally secure and ready to learn. On the whole, needs are met in the setting. However, staff do not use all approaches consistently across the setting. Consequently, some children do not always get the individual support they need. This slows their progress and engagement with their learning.

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Inclusion Expected standard

Leaders demonstrate an understanding of the different funding options. Leaders explore ways to use funding to support disadvantaged children. However, staff need to tailor provision more precisely to build on these children's unique skills and interests. Leaders work with external professionals to support children in nursery and at home. Families regularly review their child's attendance, progress, and achievements. This joined-up approach ensures children receive swift support, helping them build confidence and make typical progress.

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Leadership and governance Expected standard

Leaders maintain a clear vision for the setting, firmly rooted in an ethos that prioritises a welcoming and 'family feel'. Staff, parents and visitors feel a sense of community. This creates a supportive atmosphere throughout the setting. Thorough recruitment and induction processes ensure that new staff understand the setting's ethos and children's unique needs from the start. This allows them to promote core values effectively.

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Leadership and governance Expected standard

Staff feel deeply supported, appreciated, and valued by their leaders. Leaders maintain an open-door policy, meaning that help is always available when needed. They provide regular training and encourage discussions to help staff shape their own skills. This positive regard for staff is evident in the warm interactions they have with children, which nurtures positive relationships.

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Leadership and governance Expected standard

Leaders show a clear commitment to engaging parents. This dedication reaches staff members, and keeps families engaged with parents' evenings, fun activities, and thoughtful transition planning. Parents' involvement makes them important partners in their child's education. It strengthens the connection between home and nursery.

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Leadership and governance Expected standard

Resources and learning tools are usually managed well in the different rooms. This creates a positive and enriching environment for most children. Leaders recognise the need to improve practice, and they aim to sharpen oversight on risk assessments. Leaders plan to develop their curriculum to prepare children for school. However, they now need to ensure their curriculum is fully adapted to embed inclusive practice.

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Leadership and governance Expected standard

Leaders also understand how effective collaboration with professionals enhances the setting. Staff work with experts to provide support for children in both the nursery and at home. This gives children a secure start for school, and builds a solid foundation for their next steps.

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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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Voluntary Childcare Register requirements

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

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Register

When we check if settings meet the Voluntary 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 and families are welcomed warmly by friendly staff. Children are treated with care as individuals, no matter their developmental stage. They are given a safe space to learn, grow, and take pride in their achievements. Through leaders and families working together to reduce barriers, such as attendance, children are given the best chance to thrive.

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

Children experience a 'home-from-home' while attending this setting. They engage in meaningful interactions with staff and each other. Modelled positive interactions allow children to develop their communication skills. They show kindness and care towards each other. Children learn alongside their peers and are included in most aspects of the setting.

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

Children build lasting bonds with staff, even moving between rooms. These relationships help children feel valued, allowing them to grow and thrive. On the whole, children form positive relationships with peers, regardless of their age or stage. They enjoy a range of experiences by visiting their wider community, such as visits to local parks and care homes. This continuous effort to develop meaningful and varied relationships gives the children a healthy sense of belonging.

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

Children are surrounded by a positive environment that nurtures them as individuals. They typically express themselves to various staff members, sharing their own personal experiences with adults and their peers. There is a real sense of communal joy and pride in the setting. This positively influences children's attitudes and behaviour. Children generally demonstrate a love of learning and positive attitudes towards their own growth. They proudly show off their drawing skills and physical skills, such as lunges and push-ups. On the whole, barriers are removed to support children's learning and wellbeing. Their individual needs are identified, and support is put in place for their next steps.

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Address:

Unit 9 The Grange Industrial Park Rawcliffe Road Goole DN14 6TY

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Gee's Little Bee's Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 17:30,Friday : 07:30 - 13:00

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Address:

Local authority: East Riding of Yorkshire

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Next steps

Leaders should consistently embed an inclusive curriculum, ensuring that effective teaching and strategies are applied across the entire setting. Leaders should enhance personalised learning for all children, with a sharp focus on disadvantaged children, by precisely tailoring provision to build upon their unique skills and interests.

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About this inspection

The inspector spoke with leaders, practitioners, 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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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. 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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