Busy Bees Day Nursery at Guildford

Inspection of Busy Bees Day Nursery at Guildford Gill Avenue, Guildford, Surrey GU2 7WW

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Overall effectiveness Inadequate

The quality of education Inadequate Behaviour and attitudes Inadequate Personal development Inadequate Leadership and management Inadequate Overall effectiveness at previous inspection Good

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The provision is inadequate

The safety and welfare of children cannot be assured. Staff do not carry out effective risk assessments to ensure the environment is safe for children. For example, children slip on water that has not been identified and cleaned up, and they fall from apparatus that is not appropriately supervised. Accidents happen that could be avoided.

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The provision is inadequate

Children take part in activities that are led by adults and require thoughtful teaching. Some staff have clear learning intentions for the activities. However, these are not well thought out. For instance, a small group of children sit to listen to a story about understanding emotions and feelings. This is in the middle of a busy room in a loud environment where other children are playing. Children lose concentration and direct their attention to other things. Some staff have difficulty supervising activities and engaging children in interactions that are meaningful. This impacts their behaviour and creates a chaotic environment for them to learn in.

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The provision is inadequate

Some staff lack understanding of how activities can be extended. They have difficulty focusing their attention on small groups when they are needed to support other children. As a result, children's behaviour is affected. They are not supported to develop listening skills, extend their concentration, and become engrossed in activities.

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need to do better?

n The manager does not have a clear vision for the curriculum and how this is implemented across the setting. This creates an environment where staff are uncertain of how they can teach children and move them on in their development effectively. n Staff have put systems in place to support children with special educational needs and/or disabilities (SEND). The special educational needs coordinator (SENCo) is knowledgeable about how to support children. However, staff attention is stretched, and children with SEND have minimal interaction, although this is a focus of their tailored plans. Staff do not give clear instructions to children. For example, children with SEND run across the room. Staff give children instructions to stop running inside while walking behind them and expect this to be followed. n Managers and leaders have not yet established an effective key-person system, and some parents are unaware of who their child's key person is. Consequently,

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need to do better?

parents are unable to establish relationships with the people who know their child best. Furthermore, some staff are unaware of what their key children's learning needs are and how to further develop their skills. Therefore, children do

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need to do better?

30 January 2023 not experience good-quality learning across all areas of the curriculum. n Children are not adequately supported to make the progress in learning that they are capable of. Some staff show awareness of children's interests. However, they do not use these to provide learning experiences where children can become engrossed and find out by exploring. Despite this, children appear happy to be at the setting, and they will go to the adults for support. n Children sit well at mealtimes, and staff interact with children while they eat. The oldest children are encouraged to serve themselves and to drink their water. Children like to be outdoors, and they are dressed appropriately for the cold weather. n Lack of effective risk assessment means that children are not always observed during activities that require adult supervision. For example, children play in a big water tray, which needs to be monitored by staff. This is a big tray, and the

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need to do better?

water is relatively deep. This puts children at potential risk. Furthermore, staff are not consistent in their approach when enforcing appropriate rules and boundaries. Children play in the water without aprons, despite this being a rule of the setting. This has an impact on how children develop a sense of what is right and wrong. n Managers have failed to ensure that staff receive regular supervision. Therefore, she can not identify effectively weaknesses in practice, to enhance the quality of education for the children. Furthermore, staff are not given adequate support for their well-being. This has a potential impact on the children's experience and their progress. However, the manager expresses her desire to enhance practice in order to support the children in her care. n At times, requirements for qualifications are not met. For instance, on occasion, there is only unqualified staff caring for the youngest children. This has an

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need to do better?

impact on the quality of care that the youngest children receive.

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Safeguarding

The arrangements for safeguarding are not effective.

p.3

Safeguarding

The manager and staff demonstrate a weak understanding of safeguarding. Staff demonstrate inconsistencies in their understanding of child protection and the referral process should they have concerns. Some staff have adequate understanding of the signs and symptoms of abuse and how to refer allegations to the local authority designated officer. However, this is not consistent throughout. Staff fail to identify potential risks or follow procedures to ensure children are kept safe. The key-person system is not effective. This has an impact on the children when forming relationships that are essential for them to feel safe and secure. Failings in safeguarding compromise the children's safety and well-being.

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Due date

take action to ensure all managers and staff understand the setting's safeguarding procedures, allowing them to act swiftly when responding to safeguarding concerns 15/02/2023

p.4

Due date

implement appropriate supervision arrangements for staff who have contact with children and families 15/02/2023

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Due date

ensure all children are allocated a key person to meet and tailor their individual care needs 15/02/2023

p.4

Due date

take action and ensure those caring for the youngest children are appropriately qualified and have the experience required to do so 15/02/2023

p.4

Due date

ensure appropriate risk assessment processes are in place to ensure the safety of children. 15/02/2023

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Due date

plan and deliver an ambitious curriculum that builds on children's existing knowledge, skills and capabilities and engages them fully in their learning, including children with SEND. 15/02/2023

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should:

n support staff to develop a consistent approach to managing children's behaviour so that children have a clear understanding of staff's expectations.

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Setting details

Unique reference number 119968 Local authority Surrey Inspection number 10275146 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register Day care type Full day care

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inspection

Total number of places 86 Number of children on roll 77 Name of registered person Busy Bees Nurseries Limited

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reference number

Telephone number 01483 538764 Date of previous inspection 24 October 2017

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Information about this early years setting

Busy Bees Day Nursery at Guildford registered in 2015. It is one of a chain of nurseries run by Busy Bees Nurseries Limited. It is located in Guildford, Surrey. The nursery receives funding to provide free early education for children aged two, three and four years. It opens Monday to Friday, from 7am until 7pm, all year round, except for bank holidays. The nursery employs 17 staff, of whom 12 hold relevant qualifications at level 2 and above. The manager holds early years professional status.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The manager joined the inspector on a learning walk and discussed the curriculum and what they want the children to learn. n The SENCo spoke to the inspector about how they support children with SEND. n The inspector observed interactions between the staff and the children. n The inspector carried out a joint observation of a group activity with the manager. n The inspector viewed the provision and discussed the safety and suitability of the premises.

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Inspection activities

We carried out this inspection 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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Inspection activities

30 January 2023 regulates and inspects to 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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