Buzzee Beez Pre-school Ltd

What is it like to attend this early years setting?

Leaders have created an environment where children access the care and education that they need to be successful in the future. They have a deep understanding of the children and families who access the provision. Leaders have designed a curriculum that is at the very heart of what children need to be equipped for the next stage in their education. Children show boundless joy and happiness as they explore their environments with evident curiosity. Staff offer valuable commentary as they play alongside children, helping them to broaden their vocabulary and use of language. Children benefit from language-rich environments and are supported by knowledgeable staff to consistently develop their communication and language.

Children are well behaved. Staff offer consistent praise and gently remind children of their expectations. Children show kindness as they offer their friends their sun hats. They play well together, often sharing ideas and celebrating when they achieve a task. Staff are excellent role models. They eat with the children at lunchtime and discuss healthy foods. They wear sun hats in warm weather to encourage children to do the same. Children show secure attachments to staff. They show happiness and delight as they approach staff with their pictures or seek out a warm hug.

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

• Leaders and staff show a thorough understanding of how to support the diverse needs of the families that use the service. Leaders go above and beyond to give the most disadvantaged children a positive set of experiences that prepare them for the next stage in their education. Initial home visits are the cornerstone for building a trusting and supportive relationship for all families, which helps children to make the progress they are capable of.
• Parent partnerships are incredibly strong. Parents speak with pride about the progress their children make after joining the pre-school. They feel informed about how their children are developing and their next steps.
• The curriculum enriches experiences for all children. They learn about the important people in the community who help them, and they have first-hand experiences with a range of things they have not discovered before. For example, children enjoy the learning experience in the sand hut when they 'visit the beach'.
• Children are curious learners. They follow their interests with enthusiasm. Staff encourage children to transport resources as they explore. Children show confidence to try new things, and staff encourage them to try out ideas. However, staff do not consistently encourage children to investigate further, test out theories and find possible solutions to problems.
• Children approach physical play with great energy and enthusiasm. They seek out the many opportunities to run, jump, balance and ride wheeled toys. Children are developing positive attitudes to healthy lifestyles and are beginning to make healthy choices, including what foods to eat and the importance of good oral hygiene.
• Children thoroughly enjoy listening to much-loved stories. They show interest in the pictures and engage in lively discussions about what they see. Staff use repetition and clear language to support children with new words and phrases. Children enjoy the story of 'Handa's Surprise' and show their delight as the animals eat the fruits.
• Children are developing mathematical thinking skills. Staff skilfully weave mathematical language into children's play as they narrate alongside, naming shapes and counting brush strokes. Staff use language such as 'full', 'empty', 'heavy' and 'light' as children eagerly fill their buckets with sand.
• Leaders are tenacious about giving children the best start. They work tirelessly within the community to secure additional support and funding for families. There is a positive attitude to self-evaluation. Leaders welcome feedback from all service users and professional partners. They constantly seek new and better ways to enrich the lives of the children they care for.
• Assessment is used exceptionally well to identify the progress children make and any gaps in learning that need closing. Leaders and staff demonstrate a secure knowledge of the children and the next steps they are working towards. This means that teaching is targeted in the most appropriate ways to close gaps quickly for children who may be at risk of falling behind.

What the setting must and should do next

The provider should:

• support staff to recognise when children need further encouragement to develop their thinking skills that support their ability to test out theories and find solutions to problems.