St Bernadettes Bees Pre School

St Bernadettes Bees Pre School

Unique reference number (URN): 2806023 Address: St. Bernadettes Catholic Primary School, Tile Barn Close, Farnborough, GU14 8LS Type: Childcare on non-domestic premises Registered with Ofsted: 14/10/2024 Registers: EYR Registered person: St Bernadettes Bees Pre School CIO

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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

Children are confident and happy and have secure relationships with peers. Children learn about their emotions as they use visual cards and say that they feel happy today. Children with special educational needs and/or disabilities talk about their emotions and learn how other children feel. Children develop a love of books as they regularly choose their favourite stories. They are animated and recall familiar phrases to develop their communication and language skills. Children are generally independent. They know to wash their hands before mealtimes and mostly help tidy away their belongings when they have finished with their chosen play. Children run, jump, dance and climb, developing their physical skills effectively. Additionally, they develop their small hand muscles as they print with ink pads, ready for future writing. Overall, children are well prepared for their next stage of learning in readiness

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Behaviour, attitudes and establishing routines Expected standard

Staff have high expectations of children's behaviour and have created routines that children know well. Staff give children time to finish their activities before moving on to the next routine. Children listen to the tidy-up song and typically help clear away their belongings. Staff adapt their instructions to help support children who may face barriers to their learning. For instance, they use visual prompts. This helps children to take part in the daily routines of the pre-school. Children behave well and play alongside each other. Staff help children to develop relationships in small-group activities promoting turn-taking and listening. This helps children to build their early friendships.

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Behaviour, attitudes and establishing routines Expected standard

Mostly, staff promote children's independence. Children choose activities from the well- planned environment according to their interests. This helps to promote children's engagement. However, staff are not yet consistent in promoting children's self-care skills, as they are too quick to help them. For example, some staff wipe children's noses and open their lunch containers, rather than teaching children to do this independently. This means some children do not get to build on their self-care skills.

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Behaviour, attitudes and establishing routines Expected standard

Leaders work closely with parents from the start to ensure that they share their expectations of regular attendance. They monitor attendance patterns and work with families to support children's consistent routines. This further promotes a positive understanding of school expectations.

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Children's welfare and wellbeing Expected standard

Leaders and staff get to know the children and families who attend the pre-school very well. Staff share daily feedback and find out about children's lives outside of the nursery. They use this information to adapt children's care routines and use their interests as much as possible in their play. This helps to provide continuity of care for all children, including children with special educational needs and/or disabilities. Leaders place a high priority on children's health. They have recently completed training to strengthen children's choices of healthy foods. They work in partnership with parents and have shared this information with them, providing ideas on how to give their children a healthy packed lunch. Leaders have developed children's knowledge of the importance of oral hygiene. They arrange for a local dentist to visit and have conversations with children about how to care for their teeth. Staff discuss with children the positive impact that food and

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Children's welfare and wellbeing Expected standard

drink has on their bodies, developing their interest and desire to make healthy choices.

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Children's welfare and wellbeing Expected standard

Staff teach children how to stay safe in the sun during hot weather. They remind children to wear their sun hats and have regular drinks of water. This helps children to develop healthy habits for later life.

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Curriculum and teaching Expected standard

Leaders have recently developed their ambitious curriculum, which focuses on the key skills to support children in readiness for school. They focus on children's communication, physical and social skills. Leaders use broad themes and follow the children's interests to help children meet their next steps in learning. Staff complete regular observations of children and use these to plan fun and inspiring activities that they typically adapt for children who may face barriers to their learning. For example, children develop their thinking skills as they transfer water from one tray to another using guttering. Staff are skilful at providing a narrative as children play, introducing mathematical concepts such as counting and weight.

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Curriculum and teaching Expected standard

Staff help children develop a love of songs and stories. They play rhyming games, and children dance to action songs. This generally helps children to develop their communication and language skills. However, sometimes, staff do not adapt activities to support children who speak English as an additional language. They use complex language that is too difficult for children to understand. This means that they lose focus and do not benefit from some of these learning opportunities.

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Curriculum and teaching Expected standard

Staff plan ample opportunities for children to develop their physical skills. They teach children how to keep themselves safe as they navigate the climbing frame. Children develop the muscles in their hands, as they use various tools to transfer water and sand. This helps children develop the skills they need for later learning.

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Inclusion Expected standard

Leaders place a high priority on creating an inclusive environment where children thrive and feel safe. They work closely with children's parents and other professionals. This helps staff quickly identify any barriers to learning that children may face and make timely referrals to support their development.

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Inclusion Expected standard

Leaders have not considered how to consistently support children who speak English as an additional language. Although leaders plan regular intervention sessions to help children develop their vocabulary, and staff use some sign language with children, this is inconsistent. Leaders work in partnership with local schools. They share information to help children have a smooth transition in readiness for their move to primary education. This two-way communication helps provide a consistent approach to children's learning and development. Leaders allocate any additional funding to support children's individual needs. For example, staff have attended relevant training to support and promote children's language and communication skills. This targeted approach helps all children, including children with special educational needs and/or disabilities, make progress in their development.

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Leadership and governance Expected standard

Leaders are highly ambitious and are able to identify the pre-school's strengths and areas for improvement. They are continuing to develop consistency in the implementation of the curriculum to ensure all children have access to high-quality education. Leaders identify staff's training needs to develop their knowledge and confidence in areas of practice. For example, they have focused on interventions to support children with special educational needs and/or disabilities (SEND). Staff engage in targeted teaching that helps children with SEND make progress in their learning and development. For instance, staff use visual prompts to help children understand their emotions.

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Leadership and governance Expected standard

Leaders prioritise staff's wellbeing by providing staff with professional development opportunities that help them to develop their practice. They ensure that any staff who are training have additional time to complete coursework. Staff report that this helps them with their workload and enables them to succeed in their own learning opportunities. Staff say that regular supervision and staff meetings help them to reflect on their practice, improving outcomes for children.

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Leadership and governance Expected standard

Leaders have established positive relationships with parents. They work with parents to involve them in children's learning. They hold parents' evenings throughout the year to celebrate children's achievements and build partnerships with families. Staff work alongside external professionals to ensure that children have a joined-up approach to their learning. Parents say that they are grateful for the staff and the interventions they have put in place to support their children's development and for the ideas from the pre-school that have helped them to support their children's learning at home.

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

Children flourish in this warm and nurturing pre-school. Staff welcome the children at the start of their day and offer them support if needed. This helps children quickly settle into their chosen activities. Relationships between staff and children are a key focus of this pre- school.

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

Children generally benefit from the well-planned curriculum. They play with their friends as they create large train tracks. Children concentrate as they carefully connect the pieces together. Children dig and make pretend cakes in the mud kitchen. They skilfully move pieces of guttering to create a funnel for the water to travel down. They dance and practise their climbing skills. This helps children become confident in their physical abilities. Children have ample opportunities to develop their imagination skills as they pretend to make healthy snacks for their toys while they play.

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

Children thoroughly enjoy searching for bugs outside, and they pretend to jump and be 'crickets'. Staff teach children about different insects, such as the 'praying mantis'. Children recall the puppets and character names from familiar stories, and older children learn new concepts, such as 'underneath', as staff implement small-group sessions to support children with special educational needs and/or disabilities (SEND). This typically helps children develop their communication and language skills.

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

Children are kind and collect their friends' water bottles at snack time. They beam with pride as they are rewarded with a sticker for helping. This promotes children's self-esteem and kindness. Children behave well. Overall, staff use visual cues and signs to help children understand their emotions and routines to promote a positive approach to children's learning.

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

Children generally develop their independence. They put their belongings away, line up to wash their hands at mealtimes and open their lunch boxes. Children enjoy these social times as they sit with staff at mealtimes, talking about their various foods. Leaders place a high priority on children's attendance and welfare. They offer different start times to the day so that families have flexibility. This helps promote a consistent approach to children's attendance.

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Next steps

Leaders should plan and implement the curriculum to consistently support children with their communication and language skills, particularly children who speak English as an additional language. Leaders should further develop staff's understanding of how to promote children's self- care skills to help build on what they can already do in readiness for their next stage of learning.

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About this inspection

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

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Address:

St. Bernadettes Catholic Primary School Tile Barn Close Farnborough GU14 8LS

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: St Bernadettes Bees Pre School CIO

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 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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3 to 4

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

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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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