Busy Bees At Chichester

Inspection of Busy Bees At Chichester The Cherries, Summersdale Road, Chichester PO19 6PL

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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 separate from their parents with ease as they happily enter this friendly and welcoming nursery. Staff help children to find their peg to place their bag and coat on before running over to their friends. Children display a strong sense of belonging and show that they feel safe and secure. For example, babies crawl over to staff and spontaneously sit on their laps. Staff respond by cuddling the babies into them, showing genuine warmth and kindness.

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The provision is good

Staff implement a fun and unique curriculum. This focuses on developing children's independence. Children show high levels of enthusiasm as they carefully carry jugs of water over to tables that are set out for lunch. Staff carefully consider children's next steps in learning. They use the information they identify to plan targeted experiences to help close gaps in learning.

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The provision is good

Staff have high expectations of children's behaviour. Staff are good role models, and they support children to resolve any minor conflicts swiftly. Children display kindness towards their friends. Older children help younger children when they face a problem. For example, they pass balls over a fence that are out of their reach. Staff praise children for their efforts, causing them to smile widely.

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need to do better?

n The curriculum is well designed to meet children's needs, including those with special educational needs and/or disabilities. Leaders support staff in implementing a meaningful curriculum that fosters a love of learning and provides unique experiences for all. Staff work cohesively with parents and other professionals to ensure that information is regularly shared, reviewed and updated. Staff assess children's needs well and know when to make referrals to other agencies. n Staff make good use of outings and visits to extend children's understanding of the local community. For instance, children love listening to the 'nee naw' siren on the police vehicle when police officers visit the nursery. They also enjoy going to visit residents in a local care home. Staff question children well and provide targeted resources to consolidate their learning. This helps children to begin to understand who can help them and keep them safe.

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need to do better?

n There is a strong partnership with parents. Parents value the key-person system and the good communication they receive regarding their child's care and learning. Key people listen to parents and follow home routines successfully, such as baby-led weaning. Staff provide support and ideas when needed, such as when progressing to toilet training. n Experienced leaders support staff well, and they are happy in their roles. Staff work well as a team. On occasion, however, staff are not available to support

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need to do better?

10 March 2025 each other when needed, such as lunchtimes. This impacts on the smooth running of the setting and the support children receive at these times. n Leaders have systems in place to identify staff's training needs. They monitor staff's practice through observations and meet with staff regularly, both one to one and as a team. New staff have a mentor who offers them support and coaching. Leaders give staff ample opportunities to complete relevant training courses of interest to them or to help their key children. This helps staff to improve their skills and develop their knowledge of individual children. All staff show a commitment to their professional development and want to develop their already good practice further. n Staff support and encourage children to become confident communicators. Children have many opportunities to widen their vocabulary and develop early writing skills. They listen to interesting stories, and older children join in with a

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need to do better?

'shake and write' activity. Younger children take part in singing sessions in one- to-one interactions with staff. Children learn a 'word of the week', which is shared with parents and carers to support this new learning at home. For example, they learn about words, including 'jive', and how to use them in the correct context. n Staff support children who speak English as an additional language to develop their language skills and sense of belonging in the nursery. For example, staff work with parents and ask them to provide words in their home language. They then share these words with children, helping them to feel valued in the nursery.

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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 strengthen staff deployment to ensure that children's needs are consistently met at all times.

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Setting details

Unique reference number EY549426 Local authority West Sussex Inspection number 10380873 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 92 Number of children on roll 149 Name of registered person Busy Bees Nurseries Limited

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reference number

Telephone number 01243531573 Date of previous inspection 27 June 2019

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Information about this early years setting

Busy Bees At Chichester registered in 2017. The nursery opens Monday to Friday, from 7am to 6.30pm, all year round. There are 30 members of childcare staff. Of whom, one holds qualified teacher status, and 17 hold a relevant early years qualification at level 3. The nursery provides government funded early years education for all eligible children.

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Inspection activities

n Leaders joined the inspector on a learning walk and explained their curriculum and what they want the children to learn. 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 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 the staff and the children. n Parents shared their views of the setting with the inspector both in person and via telephone calls. 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 March 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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