Buzzee Beez Pre-school Ltd

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement Children are generally happy at pre-school. Staff provide a family-orientated environment where everyone is welcome and celebrated.

Children settle well and form positive relationships with staff. Staff are playful with children. They speak kindly to them and enjoy making them laugh.

The provider has plans for the curriculum, but these are not consistently implemented by staff. Staff do not tailor their interactions to the differing needs and interests of children. In addition, staff are not well deployed, and this has a negative impact on the frequency of interactions children receive.

Consequently, children do ...not make consistently good progress.Toys and resources are not always easily accessible or inviting. For example, the mud kitchen has no utensils, and a toy garage has no cars.

There are limited resources, such as not enough paint brushes for a small group of children. As a result, children become bored, which leads to them displaying unwanted behaviour, such as snatching toys out of each other's hands and shouting at each other. Children enjoy painting, making jellyfish out of paper plates and cleaning the paint off the table when they are finished.

Staff promote children's good manners. They praise them for their achievements and build on their confidence and self-esteem.

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

The provider does not ensure that necessary information about changes to leadership is supplied to Ofsted so that the required suitability checks can be carried out.

However, this does not have an impact on children's safety and welfare, as the person concerned has other appropriate suitability checks in place.The quality of teaching is variable. Staff are not well deployed, and this has a negative impact on children's learning and enjoyment.

For example, when most children are playing outside, the majority of staff are inside engaged in tasks such as tidying up and cleaning. This means that children do not receive consistent and meaningful interactions that build on their learning. As a result, not all children make good progress.

Children and their families' emotional well-being is at the heart of what staff do. They work tirelessly, particularly the provider and deputy, to provide families with access to services, advice and a listening ear. Many families comment that both they and their children see staff as their extended family and that they would be lost without their support.

The provider does not ensure that all staff have a clear understanding of the intentions of the curriculum. Activities are not tailored to children's individual learning styles or level of development. Consequently, children are not challenged in their learning to enable them to make good progress.

The provider and staff have fostered positive relationships with other professionals and parents. The provider works closely with the local children's centre to source resources and support for parents. Parents speak positively about the courses they have attended to help them support their children's speech and language and with potty training.

Staff provide an environment with learning resources. However, many of the toys and activities are incomplete. Children, particularly the most able children, become bored and frustrated.

This results in them displaying unwanted behaviour, which disrupts theirs and others play and learning.Children who have special educational needs and/or disabilities are well supported. Staff have a secure understanding of their needs.

They work closely with professionals and parents to provide the children with the tools they need to make progress in their development.The provider is committed to improving practice. She is aware of the weaknesses in practice and is working to address them.

Staff have opportunities to improve their knowledge and skills through a range of training courses. Staff comment that they have been able to help children regulate their emotions better since attending a specific course about this.Staff well-being is a priority for the provider.

Staff feel very well supported and appreciate the effort the provider makes to show them their work is appreciated. For example, the provider recently held a staff well-being day where staff were able to read positive feedback about themselves during an activity.

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 improve the quality of teaching so that all children make good progress in all areas of learning 26/09/2024 deploy staff effectively so that children receive consistently high-quality interactions that build on what they already know and can do.26/09/2024 To further improve the quality of the early years provision, the provider should: review the organisation of toys and resources so that children remain engaged and excited about learning.