Busy Bodies Pre-School

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement Leaders know what they want children to learn.

However, they do not ensure that staff understand how to deliver a curriculum that successfully meets the needs of all children. Staff do not effectively build on what children already know and can do, or help them as well as they could, so children learn what they need next. Although staff provide some activities that children enjoy, staff interactions are limited and do not support, challenge or extend children's learning further.

For example, older children push small cars down the guttering to see how fast they go. Although at times staff stand with them, they do not enga...ge with children. Children often wander with little direction from staff.

The committee does not have an effective oversight and understanding of its full roles and responsibilities. It does not provide leaders and staff with the level of support they need to provide children with consistent and positive routines and learning opportunities. Children struggle to understand and develop an awareness of expectations.

Staff have not embedded effective transitions between activities to keep children engaged in continuous learning. For example, staff bring children in from outside halfway through the older children's story time, and children's learning is interrupted. Overall, children are happy.

Staff are kind, caring and attentive to children's needs. Children have formed positive relationships with each other and enjoy playing together.

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

The committee and leaders have not ensured that the curriculum is implemented well enough, meaning children do not make the progress they are capable of.

At times, children are disengaged and seek out their own entertainment. For example, children sit in the sandpit with various buckets and spades, but staff do not interact with them and the children become bored. With a lack of direction from staff, children bury a toy dinosaur and have fun trying to find it but do not learn anything new.

Leaders do not support staff as well as they could to extend and challenge children's learning.Leaders and staff provide home visits for all children. They gather detailed information from parents and build positive relationships from the start with them.

Staff use this information well to ensure that they provide activities that they know the children will enjoy. This helps new children to settle well and begin to form trusting relationships with their key persons. Staff know the children well.

Staff focus on the daily timetable and busy themselves setting up the next activity, meaning they do not provide children with the focus and support they need to engage and benefit from learning. During these times, some children, particularly the younger ones, become unsettled and upset as they do not know what is coming next and what is excepted of them.Leaders seek advice from other professionals to help them support children with special educational needs and/or disabilities (SEND).

Staff use targets set by outside professionals to support children's development. However, due to weaknesses in the delivery of the curriculum and staff interactions, these children do not always get the level of support they need to meet these targets.Staff help children to develop their communication and language skills.

They introduce new vocabulary, such as 'crunchy', and children enjoy discussions with each other when comparing how crunchy their apples are. Children develop and use new language well as they say 'mine is the crunchiest'.Children learn about healthy choices and benefit from nutritious snacks and have ready access to water.

Leaders provide information to parents regarding healthy lunch box contents. Staff ask children, 'What is your favourite fruit,' and children say 'watermelon'. Children use mathematical language as staff cut their fruit, such as 'quarter' and 'half'.

Staff implement effective hygiene routines and children wash their hands independently. Older children attend to their own toileting needs.Staff build positive relationships with parents, who speak positively about the pre-school.

They value the home visits and report how well children settle. Parents notice children have increased in their social skills since starting at the pre-school. Communication with parents is regular and staff keep them well informed of children's care needs and activities their children have enjoyed.

Safeguarding

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 meet the requirements of the early years foundation stage, the provider must: Due date plan and deliver an ambitious curriculum that consistently stimulates and motivates all children to engage with their learning through purposeful activities, staff interactions and opportunities throughout the day 29/10/2024 ensure that the committee understands its roles and responsibilities and all staff, including leaders, receive effective supervisions and support to ensure that they meet their roles and responsibilities to enable them to provide children with good-quality learning opportunities 24/09/2024 ensure that staff and the organisation of daily routines and activities provide children with the support they need to understand what is expected of them.

24/09/2024