Bunnies Preschool (Shephall)

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About Bunnies Preschool (Shephall)

Name Bunnies Preschool (Shephall)
Ofsted Inspections
Address 1 Featherston Road, STEVENAGE, Hertfordshire, SG2 9PP
Phase Childcare on Non-Domestic Premises, Full day care
Gender Mixed
Local Authority Hertfordshire
Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

The manager and staff create an exciting learning environment that supports children to settle swiftly and remain engaged in play throughout their day. They have a deep understanding of the children in their care and their early experiences.

This enables staff to plan interesting learning opportunities that children may not otherwise receive. For example, children become absorbed in creating their own sensory garden. Staff encourage them to discuss the different colours and fragrances.

Children delight in exploring the soil and collecting water in watering cans to feed their plants.Children develop close bonds with one... another and show consideration for their friends. For example, they create a human train on the balancing beam.

Older children support their younger friends. They hold their hands and offer guidance and reassurance to complete the task safely. Staff encourage these respectful relationships and positive behaviours.

They consistently recognise and praise children's kind behaviour and establish clear boundaries and rules, which children adhere to well.Staff provide opportunities for children to show off their talents and celebrate what makes them unique. They use circle time to encourage children to share stories and pictures from home.

Children's friends listen intently and show immense curiosity. They ask questions and demonstrate a genuine interest in the lives of others. As a result, children are confident and outgoing even in new situations.

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

Staff place sharp focus on supporting children's emotional well-being. Children relax during daily mindfulness sessions where they explore their feelings in age-appropriate ways. They practise breathing deeply and acknowledge how this helps them feel calm.

Children and staff explore books about feelings. They discuss the different characters, their emotions and how to display them appropriately.Staff make good use of numerous group sessions throughout the day.

Children start the day with a positive attitude to learning by discussing the exciting activities they can explore. They remind one another of the setting rules and how adhering to them will keep everyone safe and happy. Children delight at the immersive song sessions staff create.

Together they use foam, water and bubbles to re-enact children's favourite rhymes. However, during some group activities, children are not given sufficient time to respond to questions and explore their ideas fully.Relationships with parents are strong and respectful.

Parents are complimentary about staff and the deep understanding they have of their children. They appreciate the advice staff offer to them, for example when dealing with challenging behaviour. Parents acknowledge how this enables them to provide additional support for children at home.

Highly effective induction procedures ensure that children settle well in the pre-school and make good progress. The manager organises picnics and social events for families. This encourages children and parents to establish supportive friendships prior to children starting.

Staff gather detailed information about children's interests and stages of development. This enables them to plan appropriate learning opportunities that support children to make good progress.Staff place sharp focus on supporting children's communication and early literacy skills.

Children enjoy regular group story sessions throughout the day. They explore books independently in the newly established cosy reading area. The manager shares her enthusiasm and knowledge of the importance of reading with parents.

She invites the local children's library to attend open days, helping make its services more accessible to families.Morale is high, and staff report that they feel well supported. They discuss the numerous training opportunities they have and how these support them to improve their knowledge and skills.

However, although the manager conducts regular appraisals, methods of coaching are not yet sufficiently embedded in practice to ensure sustained improvement in certain areas.Managers and staff build close relationships with other settings that the children attend. They share information about children's development.

This allows all parties to adopt a consistent approach when supporting children's learning. Other childcare providers are welcomed into the pre-school. This enables staff to establish close partnerships that support children to settle well and continue making good progress.


The arrangements for safeguarding are effective.There is an open and positive culture around safeguarding that puts children's interests first.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: promote children's critical thinking skills by allowing them sufficient time to respond to thought-provoking questions and explore their ideas further nenhance current methods of coaching and mentoring to support staff to deliver consistently high-quality teaching opportunities.

Also at this postcode
Featherstone Wood Primary School

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