Busy Bees Day Nursery at Canterbury

Inspection of Busy Bees Day Nursery at Canterbury Riverside Childrens Centre, Kingsmead Road, CANTERBURY, Kent CT2 7PH

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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

Children and their families are warmly welcomed at this unique setting. Staff support them well. For example, staff regularly liaise with the children's centre staff to ensure families access support where needed. All children make good progress. Staff promote children's happiness and safety well. For example, leaders and managers ensure that the setting is secure and that staff are vigilant when working with children. Children benefit from a well-planned curriculum which is based on their needs and interests. Staff set up motivating and engaging activities for children. For example, babies enjoy exploring animal puzzles and finding ones they know with staff. Older children enjoy exploring paint and talking about autumn time. These experiences effectively support children's communication and thinking skills.

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The provision is good

Children with special educational needs and/or disabilities (SEND) and children who speak English as an additional language are well supported. For example, staff model good use of language when playing alongside children in the water tray. They extend children's words and vocabulary. Children repeat phrases such as 'splish, splash, splosh'. Those who started with a few words are now confident communicators. Staff have high expectations of children. They adapt their provision to support children's independence well. For example, children use tongs to choose their own snacks. This supports children's confidence in their own abilities and positive attitudes to their learning.

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need to do better?

n Children benefit from staff who know them well. Staff share information about children regularly. For example, staff work closely with parents to support children's emotional well-being, offering advice and support. Children who needed support in the past can now demonstrate how to manage their emotions themselves using individual strategies. This helps children to feel secure. n Staff are positive role models. They praise and encourage children. They celebrate their successes, clapping when children proudly show what they can do. Babies are offered cuddles and comfort. Older children play well with their friends, creating their own games together. This successfully promotes children's self esteem. n Partnerships with parents are effective. Parents say that their children have made good progress in their communication, social and independence skills. They appreciate the support they receive as parents. Staff involve parents in

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need to do better?

their child's learning at home. For example, parents are given ideas to help their children with toilet training and behaviour. They say that the staff are kind and caring and that they could not do without them. n Leaders and managers are passionate and committed. They ensure staff are well

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need to do better?

10 October 2023 trained. Staff talk highly of the support they receive from leaders and managers. For example, there is a positive focus on their well-being, and managers celebrate staff with 'proud clouds', inviting children and parents to nominate them. Leaders and managers have ambitious plans for the future. For example, they intend to invest in the outdoor area to support children's wider experiences. n Staff have developed effective partnerships with agencies such as early help and health visitors to support children and families. These strong relationships ensure children make good progress from the start. For example, leaders and managers use funding effectively to purchase new resources to support children's specific skills and gaps in learning. n Staff plan motivating and meaningful activities for children to engage in. Children enjoy exploring trucks and diggers in the mud with their friends. Older

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need to do better?

children work closely with staff to build a wall with foam bricks, counting how high it is. This supports children's developing mathematical knowledge. n Children benefit from learning environments which are adapted to meet their needs. Staff ensure provision is set up to support their learning and development effectively. For example, they have created large 'story corners' to encourage children to engage with books. Children enjoy listening to stories and joining in with favourite rhymes. This supports their listening skills well. n Children know the routines of the setting. They eagerly get ready when it is lunchtime. Older children help to set tables. They talk positively about what the chef has made for them. Younger children are supported to wash their hands and find their places. However, on occasion, children are left waiting unnecessarily during some daily routines. For example, they wait for a long

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need to do better?

period while staff get their meals ready. This causes some children, including those with SEND, to become upset and impacts on their behaviour and positive engagement.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders and managers are conscientious in ensuring children's safety. They take swift action where necessary to address any significant incidents or events and to ensure children are safe. Staff benefit from a range of safeguarding training. They are confident to explain signs and symptoms of abuse and know whom to refer their concerns to. Staff know what to do if they have concerns about a colleague or if an allegation were made. Leaders and managers ensure new staff have effective induction processes. They complete safer recruitment checks and ensure staff's ongoing suitability. Staff have regular supervisions to ensure they are well supported in their roles. Staff support children to manage their own safety. Children use bikes with care, reading the safety posters first and being careful to ride safely around the garden.

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should:

n review and improve daily routines so that children do not wait for long periods unnecessarily, including at lunchtime.

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Setting details

Unique reference number EY333589 Local authority Kent Inspection number 10312774 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 80 Number of children on roll 130 Name of registered person Busy Bees Nurseries Limited

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reference number

Telephone number 01227 479036 Date of previous inspection 16 August 2019

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Information about this early years setting

Busy Bees Day Nursery at Canterbury registered in 2006. It runs on the site of the Riverside Children's Centre in Canterbury, Kent, with which it has very close links. The nursery is open each weekday from 8am to 6pm, all year round, except for bank holidays. There are 22 members of staff, of whom 12 have early years qualifications. The nursery receives funding for the provision of free early education for children aged two, three and four years.

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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 and inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector observed the quality of education being 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 of a group activity with the manager. n Parents shared their views of the setting with the inspector.

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Inspection activities

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

10 October 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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