Little Bees Preschool

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are happy and secure at this warm and friendly pre-school. Staff show warmth and affection, which helps children feel emotionally safe.

Staff have good relationships with children, and they provide consistent and responsive care. Children are well behaved. They listen to staff's instructions, are kind to each other, share and take turns.

Staff offer a good range of exciting resources inside and outdoors to help support children to develop their self-confidence and independence. Staff organise resources so that children can access toys easily and make choices.Children enjoy lots of opportunities to move freely ...and explore the outdoors.

They ride bikes and trikes, and they climb across large bricks. Children make marks using chalk on large chalkboards. This helps support children to develop their growing physical skills.

Staff encourage children to do things independently. For example, children take off their coats and hang them up. They recognise and select their name tags and self-register on arrival.

Staff encourage children to try different foods. For example, children enjoy eating cucumber, fruit and various cereals. They pour their own drinks and learn good eating habits as they wait patiently for their turn.

Staff support children to manage their self-care needs. Children learn to use the toilet with help and follow toilet training routines.

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

Leaders have a good understanding of the curriculum.

They provide a well-designed learning environment at the pre-school. This helps children to make good progress from their starting points.Staff support children with special educational needs and/or disabilities well.

Staff work with parents and external agencies to devise plans to support children's progress and development. This ensures children are offered equal opportunities and are well prepared for their move to school.Staff morale is high, and staff report being happy and supported at the pre-school.

Staff undertake training to develop their professional practice. Leaders carry out supervision arrangements with staff. They share and exchange ideas about practice and discuss any concerns.

They complete written supervisory records and share these with staff, who write their comments. However, these meetings are not face to face, which does not ensure staff are fully supported.Staff provide a comfortable, warm area for sharing books with children.

They read familiar stories and help children explore their favourite books. This encourages children to make comments and share their ideas and thoughts.Staff carry out creative play activities with children.

For example, staff demonstrate to children how to make play dough. Children copy them, learning new skills and developing their vocabulary. They use mathematical language to describe the number of scoops of flour they need and the amount of the other ingredients they use.

This supports children's critical thinking.Staff support children to build and construct large towers with small bricks. Children compare the size of the tower to how tall they are.

This helps children to work out sizes and measurements.Staff celebrate different cultural festivals with children. They help them to develop positive attitudes about differences in children's backgrounds and families.

Staff take children on trips to the farm, park, fish market, library, police station, other places of worship and the pet store. This supports children to experience wider learning opportunities to support their future learning.Partnerships with parents are good.

Parents report that their children have made good progress in their learning. They receive regular emails about any important information, and staff chat with parents on arrival. However, staff do not organise parent meetings to talk to parents about their child's progress and next steps in learning.

Leaders have a clear understanding of their strengths and weaknesses. They evaluate the provision well and gain support from local authority workers to decide on plans for future improvements.Staff have a good understanding of safeguarding procedures.

They can identify any signs or symptoms that may indicate a child is at risk of harm. Staff know who to report their concerns to at the pre-school and external agencies. Leaders understand their roles and responsibilities in managing any concerns about children or any allegations against staff.

Staff are fully vetted. Risk assessments are carried out to ensure children's safety.

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 further improve the quality of the early years provision, the provider should: restructure supervision meetings so that staff can meet leaders face to face to discuss different aspects of their work, to help improve outcomes for children.norganise staff and parent meetings to monitor and discuss children's next steps in learning.