Stevenage: Read full Ofsted report for 'happy' pre-school

Bunnies Pre-school in Great Ashby has been rated good in all areas by Ofsted, following the education watchdog's latest inspection.

Pre-school leader Zoe Wilson said: "The team are all instrumental in making the pre-school the happy community that we all enjoy coming to every day."

Read the full Ofsted report below.

What is it like to attend this early years setting?

The provision is good

Children show that they feel safe and happy as they arrive. They are eager to get involved with the varied activities that are on offer. Staff gather a range of information from parents about children's care needs and prior learning during their settling-in sessions. They use this information to plan a meaningful curriculum around children's interests and developmental needs. Staff skilfully adapt their teaching according to children's differing abilities. Children rise to the challenge of independently threading and counting beads onto a pipe cleaner to create a bracelet. They form positive relationships with the staff. Children invite staff to join in with their play and smile with delight as they hold hands while walking around the garden.

Staff offer children reminders of expectations as needed, such as remaining seated while eating so that they remain safe and handling insects they find in the outdoor area with care. Children develop good physical skills. They negotiate space as they push themselves along on scooters and run and jump to pop bubbles outdoors. Children build the small muscles in their hands in readiness for writing as they use tools to explore making marks in flour. Children are confident individuals and thrive on carrying out responsibilities, such as ringing the bell to ask if anyone else would like to go to the toilet. This helps to build on their strong sense of self-esteem. The investigation area motivates children to explore conkers and learn why pine cones open and close according to the weather. Staff frequently sing to children, which motivates them to join in. Children learn about rhythm as they tap wooden claves in different positions to the beat of songs they sing.

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

The provider implements an ambitious and well-sequenced curriculum for children. This focuses on meeting the individual cohort of children and their knowledge of families and the local community. Popular books are used over time, skilfully interwoven through planned activities. This helps children to build on what they know and can do, and it supports their love of books.

Children with special educational needs and/or disabilities (SEND) make good progress from their starting points. Staff work closely with parents and other professionals to provide children with SEND targeted support plans to help them make the best possible progress. Any additional funding the setting receives is used to support children's individual needs.

Staff know the children well and provide them with a range of activities that reflect their interests and introduce them to new knowledge. For example, children are creative and thoroughly enjoy sticking a range of materials, such as wool onto paper plates to create a caterpillar. Staff provide clear explanations of where wool comes from and how it can be used to knit blankets and other items. However, on occasions, rigid routines, such as adult-led learning opportunities, prevent children from continuing to participate in the activities they are enjoying. This limits children from becoming deeply engaged in their chosen play.

Staff patiently support children as they develop their independence. Children persevere at tasks, such as putting on their coat to go outside to play and clearing away their plates when they have finished eating a healthy snack.

Children are beginning to build positive relationships with each other. For example, children respond to staff's encouragement to work as a team to join large bricks together to create a tower. Staff swiftly intervene when they identify children who display unwanted behaviour. However, they do not always help children to understand the reasons why some behaviour is not appropriate towards others to help prepare them to regulate their own behaviour.

Partnerships with parents and other settings that children attend are a strength. There is a good two-way flow of communication. Parents speak with staff at drop-off and collection times. They also have access to written information and photos about their child's development through an online platform. Parents speak highly of the staff team; they describe them as 'very friendly'. Staff make the best use of information from other settings children attend to support their continuity of learning.

The provider and staff are dedicated to their roles, and they work very well together and consistently reflect on their practice. They clearly understand the setting's strengths and areas for improvement, and they work diligently to create a welcoming environment. Staff supervision is used effectively to identify opportunities for ongoing professional development. For instance, staff recently completed training to enhance their support for children's communication and language skills. As a result, they now ask more open-ended questions to encourage children to practise their language. There is a strong focus on supporting staff wellbeing.

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:

• refine the routines of adult-led learning opportunities to enable children to continue with their chosen play
• support children to gain a better understanding of the impact their behaviour may have on others.