Bumble Bees Pre-School

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Staff support children to feel safe and secure. Children greet staff and their friends with a cheerful 'hello'. Most children separate from their parents and carers with minimal support.

For those children who become tearful, staff cuddle them and offer reassurance. They talk to them gently about their home experiences to help them feel settled. Children are quickly ready to join in with their friends.

Staff provide opportunities for children to develop their independence skills. As children arrive, they change from their outdoor shoes to their plimsolls. Staff ensure that the routines of the day are fully embedded..../>
This helps children to know what to expect. At snack time, children help to hand out snacks to their friends. When snack time is finished, children tidy away the cups and plates without being prompted.

Children are keen to engage with the different activities that staff offer and become deeply involved in their play. For example, three- and four-year-old children make sand and mud cakes with their friends in the mud kitchen. They talk about the different utensils they can use to stir their mixture and negotiate roles among themselves.

Staff interact with children when it is appropriate to do so to extend their learning.

What does the early years setting do well and what does it need to do better?

Since the last inspection, the provider has met the actions set. They have worked with the local authority to develop their knowledge of the curriculum and to refresh their knowledge of the 'Statutory framework for the early years foundation stage'.

Staff now receive regular appraisals and know what they need to do to continue to enhance their practice. They now have a secure understanding of the requirements to follow when storing data electronically.Staff have a more secure understanding of a sequenced curriculum and what they want children to learn and why.

They build on children's prior knowledge and experiences over time. For example, staff talk to children about the bird feeders they have made. Children excitedly say that they have seen a bird and it has eaten all the bird seed.

Staff follow this interest and help children to use posters to identify the birds they have seen. Later, children paint pictures of the birds they have seen and identify key features, such as the beak and wings.Staff find out about children's home experiences and plan activities to broaden these.

Children talk with staff about their experience of living on a farm. They confidently talk to visitors to the pre-school about their favourite lamb that had been born. Children from the pre-school visit the farm to find out about the different animals.

Back at the pre-school, they engage in small-world play with farm animals and re-enact their experiences.Parents are happy with the care the staff provide. They say that staff are always friendly and approachable.

Parents comment they feel that their children have made good progress and that the pre-school prepares them well for when they move to school. However, some parents do not always feel well informed about how they can support children's learning at home.The pre-school supports children with special educational needs and/or disabilities effectively.

The staff know the unique personalities and individual needs of each child very well. Throughout the day, staff consistently praise children and celebrate all the small steps children make with their progress. When children are not making the progress they should, staff swiftly intervene to provide additional support.

Staff support children to develop their creative skills. Children confidently squeeze bottles of paint so that they have the desired amount. Staff interact with children well and develop their understanding of the effects of using thicker and thinner paintbrushes.

However, staff sometimes step in too quickly to tell children what they think they have painted instead of allowing children to express their thoughts and ideas. This limits children's creative and imaginative skills.

Safeguarding

The arrangements for safeguarding are effective.

Staff have a secure knowledge of the signs and indicators of abuse. They recognise the signs a child may be at risk from extremist views and beliefs. Staff regularly receive safeguarding training and discuss what they have learned together.

They know who to report their concerns to in line with local safeguarding partnership guidance. Staff have a secure understanding of children with food allergies and have robust food preparation procedures in place. This prevents cross-contamination.

Staff ensure that children are always supervised well. They deploy themselves effectively around the different areas of the pre-school children access.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nimprove communication with parents to ensure that they know how to support their children's learning at home nallow children more opportunities to express their own thoughts and ideas during creative activities.

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