Busy Bees at Leicester South Wigston

Inspection of Busy Bees at Leicester South Wigston The Barracks, Tigers Road, WIGSTON, Leicestershire LE18 4WS

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Overall effectiveness Good

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

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The provision is good

Babies build strong attachments with staff as they follow their routines from home. New babies are supported to settle as they cuddle in with staff and look at storybooks. Toddlers confidently show visitors how they play musical instruments, demonstrating that they feel safe and secure. Older children, including those who are a little unsure, develop their social skills, as they are encouraged to work together. For example, children help to set up boxes and baskets of cardboard. They work together to construct a large model, and staff encourage less confident children to join in. Staff teach children how to use sticking tape and scissors as they secure their model, and staff say they are working together to make something superb.

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The provision is good

Children learn to follow instructions as staff explain how to keep safe. For example, children listen as staff explain why they should use the ramp and not climb up the slide. Children build their large-muscle skills and coordination as staff support them to exercise in the garden. Babies practise their early walking skills as staff hold their hands and help them to take their first steps. Staff teach older children how to carefully hold a hoop upright before they roll it down a ramp.

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need to do better?

n Staff focus on supporting children to develop their hand-eye coordination and strengthen their small muscles. For example, they demonstrate to young babies how to use their hands to rotate a large musical ball. Staff show older children how to squeeze a bottle to fill it with water from a water tray. n Staff support children to enjoy books and to solve problems. For example, as staff read stories to babies, they encourage them to lift the flaps and see which animal is under them. Staff encourage older children to solve more complex problems. For example, as children listen to stories about little pigs, staff encourage them to think about how they might build a house the wolf cannot blow down. Staff plan and provide activities for children to test their ideas. They support children to build a house and use a ruler to measure it. n Staff widen children's vocabularies as they play with musical instruments. They

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need to do better?

help children to understand the concept of fast and slow as they show them how to use the symbols to make quiet and loud sounds. However, staff do not consistently challenge younger children to engage in purposeful play linked to their interests. For example, staff encourage children who want to practise running and climbing to sit and listen to stories. As a result, children lose focus and are not engaged in learning. n The patient staff support children to share and take turns. For example, staff calmly encourage children to work together to spread out a large roll of paper onto the floor, ready for painting. However, key persons do not consistently

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need to do better?

27 July 2023 share information with other staff on how they can support individual children. As a result, staff struggle to provide a consistent approach to help children understand their behaviour expectations, and some children become frustrated. n Staff promote children's confidence and emotional well-being. For example, staff compliment children on their beautiful singing as they confidently join in with familiar songs. Babies squeal in delight as they bang on a drum, and staff talk about their lovely music. n The manager reflects on the quality of the provision and looks at ways to improve. She has regular supervision meetings with staff and identifies targets for them to enhance their practice. For example, she provides training for staff to help them understand children's different learning patterns. Staff state that they feel well supported by the manager. n Parents speak of the caring staff and state that they teach children how to

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need to do better?

improve their speaking skills. Leaders meet with parents to share information regarding their children's progress and offer suggestions on how they can support learning at home.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Staff have a sound knowledge of safeguarding and understand the signs of abuse to look for and their responsibilities in keeping children safe. They are confident in recording and reporting concerns to the relevant professionals, including how to report concerns about an adult working with children. Staff know about local safeguarding concerns, such as radicalisation and county lines. They attend regular training to keep their safeguarding knowledge up to date, including training in safer sleeping. The nursery is secure, and there are clear visitor procedures. Staff check the environment regularly to ensure it is safe for children to play.

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should:

n adapt activities more readily for younger children to follow their interests and ensure they are engaged in purposeful play and learning n strengthen information sharing between staff so that all adults working directly with children have a secure understanding of how to manage individual children's behaviour.

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Setting details

Unique reference number EY443589 Local authority Leicestershire Inspection number 10289638 Type of provision Childcare on non-domestic premises

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Registers

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

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inspection

Total number of places 75 Number of children on roll 50 Name of registered person Busy Bees Nurseries Limited

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reference number

Telephone number 0116 3193806 Date of previous inspection 30 November 2017

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Information about this early years setting

Busy Bees at Leicester South Wigston registered in 2012. The nursery employs 10 members of childcare staff. Of these, seven staff hold appropriate early years qualifications at level 3 and one at level 2. The nursery opens from Monday to Friday, all year round. Sessions are from 7.45am until 6pm. The nursery provides funded early education for two-, three- and four-year-old children.

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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 inspector viewed the provision and discussed the safety and suitability of the premises. n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want their children to learn. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector spoke with the manager about the leadership and management of the nursery. n The inspector observed the quality of education provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector observed the interactions between staff and children. n The inspector carried out a joint observation with the manager.

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Inspection activities

n The inspector spoke to several parents during the inspection and took account of their views. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the nursery.

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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

27 July 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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