Busybugs

Inspection of Busybugs Bedford House, Havelock Place, Stoke On Trent ST1 4PR

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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 arrive at this inclusive setting eager to start their day. Staff warmly welcome children when they arrive and take time to talk to them and their families. Relationships within the setting are positive. Staff treat children with kindness and respect. Children with special educational needs and/or disabilities (SEND) have particularly close relationships with their key staff. They display affection and demonstrate that they feel safe and secure in their nurturing care.

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The provision is good

Staff plan a range of fun and engaging activities to support children's learning. For example, pre-school children practise their balancing skills as they play a game of tag. They listen carefully to instructions from staff and try hard to recall the sequence of actions they need to follow. Children's learning is extended as they are challenged to jump over an object. Staff offer extra support for children who need it. This creates positive and memorable learning experiences.

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The provision is good

Behaviour is good. Children respond well to directions from staff. Visual timetables throughout the setting help to manage children's expectations. This leads to positive transitions between activities. This is especially true for children with SEND. Such practices ensure a well-managed environment, promoting effective learning and social development.

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need to do better?

n The setting has designed a curriculum that aims to give children a broad range of enriching experiences. Children enjoy trips into their local community. For example, they visit the local Mosque and park. Children encounter new experiences, such as going to a train station. Leaders also provide a community 'hub' service, where they offer support and guidance to parents. The setting has a strong community ethos. n There is a robust key-person system in place. Staff know the children they care for well. They consider their needs, interests and developmental targets to plan meaningful learning experiences. Staff play alongside children and model how to play. For example, they show babies how to tap or bang objects together to make different sounds. That said, staff do not ask questions that support children to think for themselves and guide their own learning. This limits children's critical thinking skills

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need to do better?

n Support for communication and language development is good. Babies hear lots of single words from staff and enjoy implementing them in their play. For example, they repeat 'mix, mix, mix' as they pretend to make food in the role- play area. Children have access to books and enjoy regular story time sessions. n Staff have effective strategies in place to support children who speak English as an additional language. All rooms across the setting have visual timetables and

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need to do better?

27 January 2025 objects of reference to support children's understanding. The setting also provides translation services for parents and a home lending library that includes books in children's first languages. n Children enjoy healthy and nutritious meals. Daily outdoor play provides a range of opportunities for children to be physically active. Staff know children's dietary requirements and ensure that any preferences and allergies are catered for. Children make good progress with their personal development and are supported with their oral hygiene. n Parents are valued as partners in their child's education. Parent's feedback about the setting is extremely positive. They feel that the setting genuinely cares and wants the best for children and their families. Parents receive regular updates about their child's progress and developmental targets. This enables parents to support learning at home. n Leaders are passionate and strive for continual improvement. Staff feel that

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need to do better?

leaders prioritise their well-being. They receive regular supervision where they can discuss a range of issues. Staff have access to a range of training opportunities to support their continual professional development. However, the monitoring of staff practice is not yet precise enough to address variations in teaching practice and raise the quality of teaching to the highest possible level. n Staff and leaders have worked hard to embed a high-quality provision for children with SEND. Staff know children's individual needs well. Their learning environment has been carefully considered to ensure minimal distractions and provide a safe space. Staff work in partnership with other professionals and work collaboratively to achieve their targets. Parents of children with SEND are highly complimentary about the setting. They comment on the excellent progress their children have made and how, as parents, they feel listened to and heard.

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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 support staff to develop questioning techniques to help children to develop their critical thinking skills and guide their own learning during play n focus more precisely on monitoring staff's teaching practice to help address variations and consistently raise the standard of teaching to the highest level.

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Setting details

Unique reference number EY544477 Local authority Stoke-on-Trent Inspection number 10368093 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 98 Number of children on roll 91 Name of registered person Lets Play To Learn Ltd

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reference number

Telephone number 01782 287959 Date of previous inspection 7 March 2019

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Information about this early years setting

Busybugs registered in 2017. The nursery employs 21 members of childcare staff. Of these, 20 hold an appropriate childcare qualification at level 2 or above. The nursery opens from Monday to Friday, all year round. Sessions are from 8.30am until 5pm. The nursery provides funded early education.

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Inspection activities

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 carried out joint observations of group activities with the manager. n Parents shared their views of the setting with the inspector. n The inspector spoke with leaders about the leadership and management of the setting.

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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 January 2025 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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