Busy Bees At Haling Park

Inspection of Busy Bees At Haling Park 66 Haling Park Road, South Croydon CR2 6NF

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Overall effectiveness Inadequate

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

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The provision is inadequate

Staff greet children warmly as they arrive in nursery. During the move into nursery, staff encourage parents and carers to share information about their child's individual needs. However, leaders and managers do not promote and implement a robust key-person approach. For example, they do not confirm key persons until children have settled. As a result, relationships with children and their families are not secure. Also, staff do not follow procedures to check individual children's requirements or needs. Staff know individual children's dietary requirements. However, they are unclear if these are due to allergies with a linked care plan or due to parental preferences. This means that staff caring for children do not have a clear understanding and knowledge of what children can and cannot eat and why.

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The provision is inadequate

Staff have knowledge about child protection and what they would do if they were concerned about a child in their care. However, they do not demonstrate their awareness of how to identify risks within the nursery. This means that children's safety is compromised. When staff plan activities or experiences for children, they do not have consistent or high expectations with clear next steps in learning for all children. This means they are not able to adapt what they are teaching to meet all children's individual needs. Children lose interest as staff do not extend their learning. For example, staff do not ask questions or use their knowledge of children's likes and interests to build on what children already know. Parents explain how staff are friendly. However, at times, they are unsure which staff are caring for their children and say they would like more information on what their children are doing and learning.

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need to do better?

n Staff do not ensure that resources and activities are appropriate or suitable to children's age and stage of development. They do not risk assess or organise the areas that children use well, inside and outside, such as by providing children with space to move and play freely. This does not ensure children's safety. n New children have a few visits to support their move into nursery. Parents complete forms with staff. However, the staff who support children during the settling-in process changes. When children settle, there is a new key person identified. As a result, key persons do not get to know children from the first visit and it takes children longer to build secure bonds with staff. n Staff have attended training on behaviour management. However, they do not implement this knowledge into practice. Leaders and managers do not support staff's practice by role modelling interactions or demonstrating good practice.

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need to do better?

Staff physically move younger children or pick them up and carry them, rather than giving clear instructions on behaviour expectations, explaining what is expected and giving them time to respond to the request. This does not help

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need to do better?

21 March 2025 children to understand what is expected of them and learn how to behave. n Staff do not adapt activities to provide experiences that are focused on children's interests or next steps in learning. They do not introduce activities such as sand play with clear instructions or give time for children to explore. As a result, children do not have opportunities to lead their play and they quickly lose interest. n Interactions between staff and children are not consistently of a high quality. Children do not hear a wide range of words, including numbers as they play. Staff do not give children time to practise new skills by building on what they already know. This does not support children to develop their communication and language skills. n Transitions between activities and preparation for routine daily activities, such as outside play, snack and mealtimes, are not well managed. Staff do not communicate or work together to be where children are. As a result, staff do not

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need to do better?

have an overview or constantly supervise children as they move between activities and routines. n Staff do not share consistent information with parents. Parents say how they would like more photos and observations, along with the information on what and how much food their children eat, how they play and the activities they participate in. n Staff have access to face-to-face and online training for continuous professional development. However, leaders do not currently evaluate the impact training has on staff's practice. Managers meet with staff for regular supervision sessions. Staff explain how leaders and managers are approachable, and they feel able to ask for support if needed. n Leaders explain how a high level of staff turnover, retention of staff and challenges to recruit permanent staff have been a real struggle since the last inspection. Senior leaders are supporting unqualified staff to access professional

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need to do better?

qualifications to construct a stable team, who will work together to provide quality care and experiences for children. n Leaders have developed a new management structure. They are implementing a newly created step-by-step approach to develop staff's knowledge and skills by focusing on identified weaknesses in the key-person approach, to support relationship building with children and their parents. Leaders plan to provide specific training and support to embed the key-person approach to create stronger bonds with children, parents and within the staff team. n Staff in the baby room are knowledgeable on safe sleep practice. Children aged under one year sleep in cots. Older children have mats and staff encourage parents to send in comfort items to support children settling for a nap. Staff supervise children sleeping throughout their nap.

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Safeguarding

The arrangements for safeguarding are not effective.

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Safeguarding

There is not an open and positive culture around safeguarding that puts children's interests first.

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Due date

develop staff's awareness of how to identify and minimise risks to children within the nursery environment 19/05/2025

p.4

Due date

improve the effectiveness of the key- person system to ensure that children have good levels of consistency in their care and learning and create stronger bonds with children and parents 19/05/2025

p.4

Due date

ensure that staff manage children's behaviour in a way that promotes their well-being 19/05/2025

p.4

Due date

review the planning and organisation of activities, to include learning intentions for children at different stages of development 19/05/2025

p.4

Due date

develop staff's knowledge of how to promote children's communication and language skills effectively 19/05/2025

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Due date

make sure that staff are well deployed and children are fully supervised, especially during times of transition 19/05/2025

p.4

Due date

review how information is shared with parents and how it can be enhanced 19/05/2025

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Due date

identify staff's training needs and evaluate the impact training has on raising the quality of education to a consistently high quality. 19/05/2025

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Setting details

Unique reference number EY537527 Local authority Croydon Inspection number 10394205 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 66 Number of children on roll 125 Name of registered person Busy Bees Nurseries Limited

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reference number

Telephone number 0208 688 0270 Date of previous inspection 19 August 2022

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Information about this early years setting

Busy Bees At Haling Park registered in 2016. It is located in South Croydon, in the London Borough of Croydon. The nursery is open each weekday, from 7.30am to 6.30pm, all year round. There are 25 members of staff. Of these, 12 staff hold suitable early years qualifications from level 2 to level 5. One member of staff is a qualified teacher. The nursery provides government funded childcare.

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Inspection activities

n We carried out this inspection as a result of a risk assessment, following information we received about the provider. n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want children to learn. n Staff spoke to the inspector during the inspection. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n Parents shared their views of the setting with the inspector. 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

21 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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