Busy Bees Pre-School

What is it like to attend this early years setting?

Excited children tumble through the door of this welcoming setting. They are greeted by the kind and friendly staff. Children are confident and happy. They demonstrate this as they talk to friends while they hang up their coats and put their lunch bags away. Children look around before choosing where to play. Staff have prepared an inviting environment to support all areas of learning. For example, they have sat the Christmas elf next to letters and a post box. Staff have planned this to help children with name recognition. Children are eager to find their name on the envelopes. Recognition of their name helps children with skills they might use when they transition to school.

Staff consistently demonstrate good behaviour. They remind children to follow the rules for the setting, for example to walk inside, to share toys and to use good manners. Children respond well and behaviour is generally good. Staff consistently praise children for their good behaviour. They explain what children have done well, for example, they tell children that they have listened well. This helps children know the behaviours they should repeat. Staff help children to consider risks as they play. For example, staff remind children to pick up toys, they explain that toys on the floor could cause someone to trip and hurt themselves. This helps children learn ways to keep themselves and others safe.

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

• The key person system is well embedded. Staff gather information from parents, and they observe children to help them make accurate assessments. They use this knowledge to plan children's next steps in learning. For example, staff note that children are showing an interest in numbers. They plan activities where children can practise their counting skills. Children benefit from well-planned learning experiences, and they make good progress.
• Children generally spend time outdoors each day. They use hoops, bats and balls to develop their large muscles and coordination. Children enjoy sitting on the 'listening wall'. They are attentive, and they concentrate well as they listen carefully for different sounds, such as chickens and cars. However, outdoor learning is not always prioritised in colder or wet weather. Therefore, on occasion, children's outdoor learning experiences are not consistently offered.
• Staff support children's confidence. For example, children are eager to act out a story. They have a tremendous time as they join in with well-known phrases. Staff use actions to support children with less language to join in. Children beam with delight as staff applaud their 'performance'. Their pride is clear. Children feel good about themselves. They build a positive self-esteem.
• Overall, staff interact with children successfully throughout the day. They join children's play and children engage and participate well. However, on occasions, staff deployment means interactions are less effective. For example, all staff complete tasks such as preparing for lunch at the same time. As a result, children are supervised but they lack direction. During these brief periods of time, children wander or pick up toys without real purpose.
• Children with special educational needs and/or disabilities (SEND) are supported well. For example, staff observed that some children were finding the layout of the room difficult. They created a quieter space where children can concentrate with less distraction. Staff note that this has supported children who have SEND to engage and concentrate for longer. In addition, the setting works closely with other professionals, such as health visitors. This helps children to access support and interventions at the earliest opportunity.
• Physical development is encouraged. Children develop their skills of manipulation as they use dough or as they investigate with tweezers and small items. Larger muscles are supported as children take part in action games. They concentrate well as they copy staff stretching, bending. hopping and twisting. Children practice movements that help with balance and coordination.
• Behaviour is generally good. Children are encouraged to work together as they build with bricks. Staff help children to wait their turn and to share resources. Parents comment that their children make friends and that they show improved social skills outside of the setting. Children develop social skills that they can use as they transition to school.
• Staff encourage children to complete tasks for themselves. For example, children work hard to unwrap their food at lunch time. They persevere as they take the lid off yogurt pots. Children become increasingly independent. They develop a 'can-do' attitude.

What the setting must and should do next

The provider should:

• prioritise regular outdoor experiences, so that all children have access to high quality outdoor learning experiences throughout the whole year
• plan the deployment of staff effectively, throughout all parts of the day, so children are supported to remain engaged in purposeful learning at all times.