Beehive Pre-School Playgroup

Beehive Pre-School Playgroup

Unique reference number (URN): EY563546 Address: York Beehive Pre School Playgroup, Low Moor Centre, Bray Road, York, Yorkshire, YO10 4JG Type: Childcare on non-domestic premises Registered with Ofsted: 30/10/2018 Registers: EYR, CCR Registered person: Beehive Pre-School Playgroup 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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Children's welfare and wellbeing Strong standard

Leaders and staff are very nurturing and highly responsive to children's varying needs. They build trusting bonds and share secure attachments. Leaders and staff take time to know and understand their families' individual circumstances. They provide tailored support and a flexible approach to meeting individual needs to ensure children's wellbeing. The key-person system is also very effective and ensures children feel safe and secure. The setting prioritises children's emotional wellbeing and security, and staff have completed various training to support them in doing so.

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Children's welfare and wellbeing Strong standard

Children benefit from healthy and nutritiously balanced meals and snacks. They develop independence during well-structured daily routines where staff teach them about the importance of a healthy lifestyle and what this includes. Staff sit with the children at mealtimes and offer support and encouragement for them to attempt to open their own packed lunch items and become increasingly independent in these tasks.

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Children's welfare and wellbeing Strong standard

During daily routines, children explain about self-care routines and the importance of these to keep healthy. They skilfully attend to their own needs and get their own tissues to wipe their noses and dispose of these hygienically without the need for any reminders from staff.

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Children's welfare and wellbeing Strong standard

Leaders prioritise welfare, mental health and wellbeing. Staff have attended various training, including how to deal with trauma in children. Leaders recognise that art activities can help support children to channel their emotion in positive ways and they invite specialists in to provide various workshops.

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Achievement Expected standard

Children develop the skills they need across all areas of learning and show they are suitably prepared for their transitions to school. Children arrive at the start of the day, eager and ready to learn. Keen to share their news and thoughts, they confidently engage in conversations with their peers and staff alike. However, they do not always take time to listen to others when they are speaking. This is particularly evident during group time activities. Children develop an early love of books and sit engrossed for long periods enjoying books on their own and with staff. They enjoy retelling stories and sharing their experiences that reflect those of the characters in the book.

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Achievement Expected standard

Children enjoy sensory activities and are curious as to how they can achieve different results using a range of techniques. They skilfully use tools for a range of purposes. They use rolling pins to flatten dough and tools to make patterns. Inquisitively, they brush their fingers across the patterns, describing how they feel to touch, before sniffing the dough to explore it further.

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Behaviour, attitudes and establishing routines Expected standard

Leaders work closely with families and explain the importance of children's regular attendance at the setting and how it promotes their learning and development. Children enjoy their learning and display positive attitudes. They are motivated and curious about how things work. Children learn to work collaboratively on tasks and learn about responsibility during daily routines as they help to tidy up before lunchtime.

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Behaviour, attitudes and establishing routines Expected standard

Children behave well and understand what is expected of them. Staff are good role models for the children. Staff are skilled in supporting children to recognise and manage their emotions and have attended relevant training to enable them to do so. They make effective use of sensory activities and the sensory room to help children explore these further and help them to navigate through their different emotional responses.

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Behaviour, attitudes and establishing routines Expected standard

Staff support children to resolve any conflicts and are skilled in knowing when to step in and offer guidance and when to step back and allow children to reach a compromise themselves. Staff support children to be considerate of others and their feelings. However, children are not always reminded to be mindful of respecting when it is other children's time to talk as well as their own, a valuable skill to help support them with their transitions to school.

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Curriculum and teaching Expected standard

Leaders provide a broad curriculum that fosters children's learning and development across all areas of learning. Staff use assessment to check that children are making expected progress in their learning and to identify any gaps. Interactions are supportive and engaging and geared to encourage steady progress towards their next steps in learning. Staff know the children well and understand their capabilities. They encourage children to have a go at tasks themselves first, before offering them support. This encourages children to persevere and become increasingly more resilient.

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Curriculum and teaching Expected standard

Staff introduce children to new words and their meaning, particularly during group story times. These include words such as 'spontaneous' and 'hollow'. Children look at the pictures and recall parts of the story to try and understand their meaning. Children suggest that 'hollow' is a bit like something being 'empty'. This helps to build on children's increasing vocabulary. Children speak confidently in groups and enjoy sharing their thoughts and experiences. In larger group situations, children find it more difficult to take turns when speaking and to listen to others, resulting in some of the quieter children's voices getting lost.

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Curriculum and teaching Expected standard

Children learn about number during daily routines and the daily activities. They sing number rhymes and count how many bricks they have used to build a tower and count how many they have left to use.

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Inclusion Expected standard

Leaders understand the various barriers to learning and wellbeing that children face and are quick to seek support and guidance where they have concerns about children's development. They work well in partnership with families and professionals to ensure timely interventions help children and families get the support they need. Regular feedback is given to parents about their children's progress and how funding is being used to best effect. However, staff do not always take into account that children with limited language may not have the skills to be able to tell their parents about their daily activities and experiences in specific detail.

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Inclusion Expected standard

The curriculum is equally ambitious for all children, including those children with special educational needs and/or disabilities. Leaders take into account children's patterns of attendance when planning different experiences for children. Leaders also consider how best to support children who are in receipt of funding and the ways in which they can use this to enhance their learning. They purchase specific resources or equipment, tailored to have a positive impact on children's achievement and wellbeing. An example of this, is the purpose-built sensory room which provides a calm space for children, helping them to regulate their emotions and reduce sensory overload. This is used to good effect with the children and works well in practice.

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Leadership and governance Expected standard

Staff work effectively together under a supportive and effective leadership team, that gives high priority to their wellbeing. Together, they provide a curriculum that is ambitious and inclusive for all children. It is tailored to take account of children's individual next steps in learning and their patterns of attendance.

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Leadership and governance Expected standard

Leaders place key emphasis on supporting their staff's continuous professional development. Staff are given time to reflect on their practice and the quality of experiences they offer to children. They attend regular training to continuously build on their knowledge and skills to improve outcomes for children.

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Leadership and governance Expected standard

Leaders and committee members attend safer recruitment training and understand their responsibilities to ensure the continued suitability of staff.

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Leadership and governance Expected standard

Leaders proactively work in partnership with parents. They seek their feedback and take their suggestions on board. They share information about how they can support their children to become increasingly independent at home and what they can do to ensure children are ready for their transitions to school. However, full consideration has not been given to ensuring parents of children with limited language consistently receive feedback that includes a greater level of detail about their daily activities and experiences.

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Leadership and governance Expected standard

Established partnerships exist with local schools that children transition to. Leaders actively seek feedback about how previous cohorts of children have settled and if there is anything more they can do to further strengthen their practice. Leaders have a clear understanding of their strengths and the areas for improvement. They understand their children and families and what to prioritise to ensure they are supported, and children feel safe and secure in the setting.

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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 enter this welcoming setting, eager and ready to learn. They benefit from the secure and trusting bonds they have with staff and settle quickly. Children make steady progress from their original starting points on entry, supported by a skilled staff team and effective key-person system. Staff know the children well and understand their differing abilities.

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

The curriculum encourages children to be curious and inquisitive. Staff take great note of what motivates the children and captures their interest, and the curriculum is then built around this. Leaders are working hard to ensure their curriculum is fully embedded across all areas of learning. Children persevere and rise to a challenge, supported by staff who gently guide them along the way.

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

Timely interventions ensure children with special educational needs and/or disabilities quickly get the support they need. Staff work well with both parents and any professionals involved. Staff make good use of funding to ensure children get any specialist equipment they require, so they can fully participate in all activities alongside their peers.

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

Children learn about how their behaviour impacts others, and staff talk to them about the importance of making good choices. They understand expected behaviours, they describe the different activities where they need to wear an apron and understand the reasons why. Children cooperate well on tasks. They are learning how to share and take turns and are beginning to resolve their own disputes. For example, children point out to one another they can take it in turns and they agree who will go first. Staff teach children about how to keep

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Address:

York Beehive Pre School Playgroup Low Moor Centre, Bray Road York Yorkshire YO10 4JG

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Address:

Type: Childcare on non-domestic premises

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Address:

Registration date: 30/10/2018 themselves safe and about risk taking, particularly outdoors, as they test out their abilities and challenge themselves on the different equipment. Children share that they know if any water goes on the floor, they should tell the staff, so that it can be mopped up so that nobody slips and falls.

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Next steps

Leaders should consider ways to encourage and support children to listen to others and take turns when speaking during group times. Leaders should build on the feedback they give to parents and carers of non-verbal children to ensure it consistently includes full detail about their daily activities and experiences.

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About this inspection

The inspector spoke with leaders, staff, parents and carers and children during the inspection. The inspector also spoke to staff with specific roles, such as designated safeguarding leads and the special educational needs coordinator.

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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: Beehive Pre-School Playgroup CIO

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About this inspection

Operating hours: Tuesday,Wednesday,Thursday : 08:00 - 17:00,Monday,Friday : 08:00 - 16:00

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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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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

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