Busy Bodies Pre-School

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About Busy Bodies Pre-School

Name Busy Bodies Pre-School
Ofsted Inspections
Address The Branksome, St Aldhelm Centre, Poole Road, Poole, Dorset, BH12 1AD
Phase Childcare on Non-Domestic Premises, Full day care
Gender Mixed
Local Authority Bournemouth,ChristchurchandPoole
Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children benefit from the strong partnership working between staff and parents. Training, support and advice for parents has had a big impact on their skills and confidence as parents and educators. For example, a recent training evening has helped to make parents more aware of the negative impact dummies can have on children's developing communication and language.

Parents were asked to read a story as they sucked on a lollipop, helping them to experience and understand the difficulties children face when trying to learn to talk with a dummy. Staff worked closely with parents to help reduce their use and have noticed the posit...ive impact this has had on some children's speech and language. Children are happy and form strong relationships with their peers.

They receive clear, sensitive and highly supportive input from staff to help them learn to understand the needs of others, and the impact of their behaviour on their friends. For example, staff get down to the children's level and show them an unhappy face on the picture cards that they use as visual cues, to help communicate with children. Staff use simple language and explain why snatching a toy is not kind, allowing children time to absorb the information.

This enables children to think about their actions, return the toy, and receive a happy face picture card. Children show they are beginning to understand staff's expectations and how to play safely and harmoniously with others.

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

Staff are very sensitive and caring.

They help children to settle at the start of each session, sharing and seeking information from parents about their key children. Children are confident and active, engaging in activities of their choice. Most children communicate their needs well.

They are independent and persevere to achieve. There are clear links between the aims of the curriculum and what parents notice as the main achievements in their children's progress.Children have a very caring attitude towards others and are helpful.

For example, they peel fruit for their friends at snack time and make sure they use the slide safely. Children find chairs for the regular visitors who visit them from a local residential care home. Children put on a show and engage the visitors in activities such as reading, ball games and singing.

Children adapt their behaviour very well when their older friends are present. They become calmer and show they understand their needs, forming positive and beneficial relationships with others in their community.Children persevere well in their tasks and enjoy some challenges.

For example, they learn to take safe risks on the slide, as they try different positions to go down. They learn to use a safety knife to cut up fruit and vegetables at snack time. When outdoors, they push a car tyre up the slide, trying different ways to succeed.

However, staff do not always use the knowledge they have about children's next steps to challenge them more consistently during their play and planned activities.Staff receive good support from the management team to develop their skills and share their ideas. They feel valued and have good opportunities to attend training to improve the quality of their teaching.

This has led to staff recognising the benefits of supporting boys' learning and how to work more effectively with parents. There are clear plans for future training to help staff learn more about intergenerational relationships and the benefits to children and the older generation.Children engage well in their play.

However, at times during the day, the noise levels increase, which makes it difficult for children to concentrate and engage more deeply in their play and conversations, particularly for those children who learn English as an additional language.The management team uses self-evaluation very well to bring about effective changes. This has led to very successful home visits, where staff develop a positive relationship with parents and their children early on.

This helps staff to identify any areas where they can offer increased support and advice and ensures children settle with ease. Staff are well informed about how to meet the children's individual needs, and parents are reassured about what to expect. Parents speak very highly of the fantastic support and input they receive.

There is scope to further support children who speak English as an additional language in the development of their early communication and language skills.


The arrangements for safeguarding are effective.Staff and the designated safeguarding lead have a secure knowledge and understanding of safeguarding matters.

They are clear about signs and symptoms of abuse and of wider safeguarding issues. They fully understand their responsibilities to act on any concerns and report them promptly. Staff and the designated safeguarding lead undertake regular training to update their safeguarding awareness, and staff complete regular quizzes that test their familiarity with procedures.

This helps the management team to identify and act on any gaps in their knowledge. Staff provide a safe environment for children and supervise them well during the sessions, allowing them to take safe risks in their play.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: support staff more to use the knowledge they have about children's next steps to challenge them more consistently during their play and planned activities review the noise levels indoors to ensure children can concentrate and engage more deeply in their play, learning, and conversations provide opportunities for children who speak English as an additional language to hear, see and use their home languages to help to support their early communication skills.

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