Busy Bees Day Nursery at Bishops Stortford Thorley Park

Busy Bees at Thorley Park Busy Bees Day Nursery, 16 Thorley Neighbourhood Centre, Bishop's Stortford, Hertfordshire, CM23 4EG

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Inspection date

Previous inspection date 14 April 2015 13 January 2009

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This inspection: Good 2

Previous inspection: Good 2 How well the early years provision meets the needs of the range of children who attend Good 2

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This inspection: Good 2

The contribution of the early years provision to the well-being of children Good 2

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This inspection: Good 2

The effectiveness of the leadership and management of the early years provision Good 2

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This inspection: Good 2

The setting meets legal requirements for early years settings

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This provision is good

 Practitioners make very good use of children's interests to plan activities that engage them and promote learning. They ensure that they know about the children's latest interests by working very closely with parents on what children are doing and experiencing outside the nursery.  Practitioners use the outdoors very effectively to support children in all areas of learning. The gardens are attractive, inviting and filled with stimulating resources. All practitioners offer children frequent opportunities to play outside, even when there is no direct access from the base room.  Practitioners work incredibly closely with families to ensure children's emotional well- being. Children and the practitioners have very strong bonds that help children to feel confident and secure. Practitioners make excellent use of children's photographs in displays and resources, which promotes their sense of belonging very effectively.

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This provision is good

 Children lead a healthy life at nursery. They enjoy nutritional meals that meet every child's specific dietary needs. The children benefit significantly from the fresh air and exercise opportunities. Children are encouraged to join in by the enthusiastic practitioners and their positive attitude to outdoor learning.  Practitioners' continuous professional development is having a very positive impact on the quality of teaching. Practitioners working with the oldest children are having tremendous success in extending children's language skills.

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It is not yet outstanding because:

 On occasions, practitioners do not make the most of every possible chance to promote every child's speech.  Children do not always have as many opportunities as possible to serve themselves independently as practitioners do not want them to handle food from a shared bowl.

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What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

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What the setting needs to do to improve further

 extend children's communication and language skills even further, by maximising their opportunities to use speech, considering carefully the use of comforters by older children that limit their chance to speak freely and frequently  strengthen older children's opportunities for independence at snack times, by investigating ways for them to serve themselves without compromising hygiene, for example, by using tongs to serve bread and biscuits.

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Inspection activities

 The inspector observed activities in each of the base rooms and the garden, and conducted a joint observation with the manager.  The inspector, practitioners and children had wide ranging discussions at appropriate times during the inspection.  The inspector looked at documentation related to the management of the setting, including safeguarding, children's progress and self-evaluation.  The inspector took account of the views of parents spoken to at the inspection.  The inspector checked the evidence of the suitability and qualifications of practitioners working with children.

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who attend. This is good

The quality of teaching throughout the nursery is good because practitioners are well qualified and experienced. Some are particularly skilled in using the innovative resources to deliver high-quality learning that engages and motivates children. The 'chatterboxes' get children involved in talking with enthusiasm about their special things. However, at times, practitioners do not make the most of opportunities for children to speak as they allow them to use comforters for extended periods. Practitioners cleverly include mathematics into their everyday activities, and as a result, children eagerly count and sort items. Children are imaginative and expressive. They enjoy using the interesting role-play areas where they make links with their previous experiences while making up their own stories. Children love books and can frequently be seen sharing stories with practitioners. Children include familiar tales in their writing and drawing. Babies particularly enjoy

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who attend. This is good

rhymes and songs that help them to develop early communication, personal, social and emotional skills. Children are making good progress securing essential skills in readiness for the next stage in their education.

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good

Children are confident, happy and settle quickly, because of the good relationships they have with practitioners. Parents say practitioners are particularly caring and considerate, that nothing is too much trouble. They find this very reassuring when leaving their children at nursery. Children understand risk and willingly help to assess the play areas. Practitioners use robust hygiene routines and direct teaching to help children to develop competent self-care skills quickly. Children have many good opportunities for being independent and this could be extended further. They behave well and practitioners support them to manage their feelings and express them positively. Practitioners use effective techniques with the youngest children to help them to interact with others. For example, as one baby approaches an activity, the practitioner explains simply that the child would like to share, thus avoiding feelings that toys are being snatched away.

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provision is good

Safeguarding and recruitment procedures are robust and understood by everyone. Practitioners have a secure knowledge of safeguarding, which is maintained and developed through regular training. The managers ensure parents are familiar with the many aspects of safeguarding that help to protect children by using displayed materials that give clear, easily accessible information. Partnerships with parents are highly effective and there is a very good level of engagement in furthering children's learning. The team have very effective working relationships with other external agencies, and use a shared approach to plan for children's care and learning. The rigorous monitoring of children's progress and effective supervision of practitioners by mangers and the wider company are used effectively. The resulting action plans help practitioners maintain the quality of the provision for children and they continually look to identify aspects for further development.

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Setting details

Unique reference number 125069 Local authority Hertfordshire Inspection number 874788

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Type of provision

Registration category Childcare - Non-Domestic Age range of children 0 - 5 Total number of places 55 Number of children on roll 105 Name of provider Busy Bees Nurseries Limited Date of previous inspection 13 January 2009 Telephone number 01279 654 830

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Type of provision

Busy Bees at Thorley Park was registered in 1995. The nursery employs 22 members of childcare staff. Of these, 20 hold appropriate early years qualifications at level 2, 3, 4 and 6. The nursery opens from Monday to Friday, all year round. Sessions are from 7.30am until 6.30pm. The nursery provides funded early education for two-, three- and four-year- old children.

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Type of provision

This inspection was carried out by Ofsted under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the Early Years Foundation Stage.

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Type of provision

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection.

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Type of provision

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Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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