Busy Bees Pre-School

Inclusion: Needs attention

Leaders do not ensure that staff have the appropriate support and training to enable them to fully meet the needs of all children consistently. For example, staff do not receive regular supervision sessions to identify their training needs. There is confusion regarding who is the named special educational needs and/or disabilities coordinator. Leaders do not follow up missed appointments or notes from professionals' visits to ensure that they can fully support children's learning and development in a timely manner.

Since the last inspection, there has been some progress in accessing support for children who face barriers to their learning. Staff are now working with professionals to implement some targets for children. Staff use strategies, such as 'now and next' boards, to help children with limited communication and language skills to understand the pre-school's routine.

Staff work well with parents and carers to support children's learning and development at home. For example, they give parents ideas on how to help children to regulate their emotions. Parents value the support they receive. Leaders generally use funding effectively to purchase equipment and resources to support children's turn-taking. However, this has not always been given high enough priority, as recent purchases have not yet arrived, and it is almost the end of the term.

Curriculum and teaching: Needs attention

Since the last inspection, leaders and staff have engaged support from the local authority to help them plan an appropriate inclusive curriculum. This simple system, designed with the current children in mind, is now in place. There are plans to develop this further, including placing more focus on the specific areas of learning. However, it is still in its infancy, and the impact is not yet known.

Overall, staff support children's language and communication skills well and include all children in the activities. They read stories and sing with children. However, they do not consistently model correct pronunciation back to children. This does not further develop children's vocabulary during general conversations.

Staff interact well with children. They extend their mathematical knowledge and skills through general activities and discussions. For example, during a play-dough activity, staff talk with children about the number of legs on a spider. Later, while looking at a reference book in the book corner, staff use the opportunity to recall how they had discussed this at the play-dough activity. They encourage children to count the legs on the photo of a spider in the book, and they excitedly count from 1 to 8. Children demonstrate a growing knowledge of colours and proudly share this with the staff.

Achievement: Needs attention

Weaknesses in leadership and governance have an impact on children's achievement. The new curriculum is in its initial stages, and it is too soon to show impact. Children who face barriers to their learning do not always make the progress they could as leaders do not chase up individual targets from external professionals to inform their planning. This does not ensure all children make consistent progress in their learning.

Children make some progress in their communication and language development from their starting points. They enjoy listening to stories and joining in with familiar songs. They make the noises of the farm animals as they sing 'Old Macdonald'. However, due to children not hearing the correct formation of words repeated back to them, they do not consistently learn to speak effectively. Children show positive attitudes to learning when they play alongside each other. They are growing in their independence skills. Children take turns and share the toys and resources.

Behaviour, attitudes and establishing routines: Expected standard

Staff have high expectations and children behave well. They typically consider children's ages and stages of development when planning the inclusive environment. Children show positive attitudes to their learning and participate in activities. They learn to share and take turns, which are priorities in the pre-school. This helps children to build their collaboration and negotiation skills. Children play independently and alongside each other.

Staff generally encourage children to understand and manage their feelings and emotions through everyday activities. For example, staff typically use carefully chosen books which enable children to talk about how they feel and to learn more about how feelings impact on their behaviours. Leaders understand the importance of children attending regularly and follow up any absences. They work effectively with parents and carers to overcome any challenges.

Clear routines typically help children to feel safe and secure as they know what is coming 'now and next'. Staff generally work in partnership with parents to agree strategies to use with children who face barriers to their learning, to help manage their behaviour. This shared approach helps to ensure that children understand the expectations at home and in pre-school.

Children's welfare and wellbeing: Expected standard

Staff effectively promote and support children's welfare and wellbeing. They typically create a safe and welcoming space inside and out. Staff generally plan a range of activities to support children's development. They embed hygiene practices and children are familiar with routines to wash their hands before food and after using the toilet. Key persons chat to children as they change their nappies, involving them in the intimate care routine.

Mealtimes are a social experience. Staff generally work with parents and carers to help them provide healthy lunch boxes for their children, including fruit for snack time. All children, including those who face barriers to their learning, form secure attachments with their key persons.

Staff generally know their children well and have warm, positive relationships with them. They offer cuddles and reassurances when children are upset. Staff typically support children to understand personal safety, such as not standing on the chairs, when they come inside from outdoor play. This helps to promote children's wellbeing and the importance of safety.

Leadership and governance: Needs attention

Leaders do not have effective oversight of the pre-school, which has an impact on the provision. They have not kept up to date with changes in early years education. For example, they were unaware of the new inspection framework until they were notified of the inspection. This does not ensure they are knowledgeable about the inspection process. Leaders have made minimal progress on the actions since the last inspection. They have accepted help from the local authority to support planning, and this is in its initial stages. This is beginning to be embedded into the daily routines and activities for the pre-school. Staff understand how this impacts on their key children, with regard to planning their next steps in learning.

Staff report that their wellbeing is positive and their workloads are manageable, but they have not received regular supervision sessions to support them in their roles. They have been proactive and found out about the changes to early years inspection through other avenues. Staff have independently accessed behaviour training via different routes.