Busy Bees Day Nursery at Heathrow

Inspection of Busy Bees Day Nursery at Heathrow 4 Ironbridge Road, Stockley Park, Uxbridge, Middlesex UB11 1BF

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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 Outstanding

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The provision is good

Staff greet children in a friendly and caring manner on arrival. The setting is a calm environment, which enables children to feel safe and secure. Children build positive relationships with staff. For example, children who are settling are comforted with cuddles from their key person. The key-person system is strongly embedded within the setting. Staff spend time developing secure bonds with children. Children show that they feel happy within trusting relationships. They enjoy sharing experiences with staff, such as bubble play.

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The provision is good

Children enjoy learning. They happily spend time with staff participating in play ideas. Staff support this by enthusiastically engaging with children. For example, staff are animated and use facial expressions when reading the story of 'Dear Zoo'. This ensures that children remain focused. Children enjoy story time. They actively listen. Staff extend learning opportunities by asking open-ended questions. This gives children opportunities to develop their recall skills. There are high levels of interaction throughout the setting, and staff consistently engage effectively with children.

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The provision is good

Children are supported to understand the routine. For example, staff use a visual sand timer so that children know when it is time to tidy up. Children respond well to this and actively participate in tidy-up time. This ensures that children know what is expected of them.

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need to do better?

n All children have opportunities to listen and join in with a selection of rhymes and songs. Staff sing 'Old MacDonald Had a Farm' to children as they explore the different animals while playing with the puppet show. Staff repeat words to younger children. For example, they repeat the word 'sand' as children explore this. This supports children to develop their language and communication skills. n Staff focus activities on what they would like children to learn next. They explain that children are currently learning to independently wash their faces. Activities in the setting reflect this. For example, staff encourage children to wash the dolls' faces as they explore the water tray. This supports children to explore different learning opportunities and consolidate their skills. n Children have opportunities to develop their physical skills. Staff support younger children to begin to take steps. Older children are encouraged to kick a ball. This

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need to do better?

supports all children to develop their gross motor skills. n Mealtime routines do not consistently support younger children. For example, on occasion, children become distracted and staff struggle to regain their attention and focus. Interactions during this time do not always effectively support children.

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need to do better?

20 November 2024 n Children join in with action songs. For example, they complete the actions to 'If You're Happy and You Know It'. Children enjoy participating in a wide range of activities. They show high levels of concentration as they engage in a selection of different tasks. n Children have opportunities to develop their mathematical understanding. They enjoy spending time making porridge. They recall the story of 'Goldilocks and the Three Bears' as they mix ingredients together. Staff support children to explore mathematical concepts, such as big and small. They spend time comparing sizes. Staff extend this activity by encouraging children to problem solve. For example, when children ask to put their porridge into the oven. Staff support them to explore this role play opportunity. They encourage them to find suitable equipment that could be used as a pretend oven. This ensures that children develop their problem-solving skills and have opportunities to develop

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need to do better?

their mathematical awareness. n Leaders evaluate and reflect on practice. They are aware of the setting's strengths and areas that they would like to develop. Leaders strongly focus on supporting staff. Staff share how training has been selected based on their individual needs and how this has supported them to develop their practice. n Staff know children well. Children with special educational needs and/or disabilities (SEND) are set personalised targets. Staff work with children to achieve these targets by using a range of supportive strategies. The setting shares how they work with outside agencies to ensure that all children achieve. n Parents speak positively about the setting. They express how the setting shares children's development milestones with them regularly. Parents also share how they feel that the setting is inclusive. They express how adaptations have been made to ensure that all children can benefit from the stimulating environment.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n develop mealtime routines to consistently support younger children.

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Setting details

Unique reference number EY290242 Local authority Hillingdon Inspection number 10367602 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 100 Number of children on roll 110 Name of registered person Busy Bees Nurseries Limited

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reference number

Telephone number 0208 573 5723 Date of previous inspection 14 February 2019

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Information about this early years setting

Busy Bees Day Nursery at Heathrow registered in 2004 and is situated in Stockley Park, in the London Borough of Hillingdon. The nursery is open Monday to Friday, from 7.30am to 6pm, all year round, except for bank holidays. The provider receives funding for the provision of early education for children aged two, three and four years. The provider employs 39 staff. Of these, 21 staff hold appropriate early years qualifications.

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Inspection activities

n The manager and inspector completed a learning walk together of all areas of the setting and discussed the early years curriculum. n Children spoke with the inspector during the inspection. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector spoke with leaders about the leadership and management of the setting. n Staff spoke to the inspector about how they support children with SEND. 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 manager and the inspector carried out a joint observation. n Parents shared their views of the setting with the inspector.

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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

20 November 2024 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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