Honey Bees Day Nursery

Inspection of Honey Bees Day Nursery Suite K/L, Canon Newton House, Kingfisher Centre, Redditch, Worcs B97 4HA

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Inspection date: 6 March 2025 - 31 March 2025

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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 Requires improvement

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The provision is good

Children confidently enter the setting, excited to show staff their World Book Day costumes. This shows they feel safe and secure. Leaders have worked closely with early years advisers to improve the provision since the last inspection. Leaders have provided targeted support and training for staff. They have recruited skilled staff who have made a positive impact on the setting. This helps to improve outcomes for children. The pre-school room is now a bright, organised and stimulating space where children can access a range of carefully selected resources. Reflective staff plan an engaging curriculum, which builds on what children already know and can do. They review and adapt their weekly planning to ensure that it meets all children's needs.

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The provision is good

Staff support children to develop positive behaviours and attitudes to learning. For example, pre-school staff encourage children to talk about the 'golden rules' of the setting as part of their daily routine. Children listen respectfully to staff and their friends, follow instructions and take turns. These skills help to prepare children for the next stage of their education. Nurturing key persons know children well. They talk to parents to help them understand children's individual needs before they join the setting. The baby and toddler room staff follow children's home routines. They lovingly comfort tired babies with cuddles as they settle them to sleep. Pre-school staff support older children to learn the language of emotions, encouraging them to express their feelings.

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need to do better?

n Staff work in partnership with parents, other professionals and settings to support children with special educational needs and/or disabilities. Specialists share learning targets, which staff integrate into their plans for learning to ensure continuity in the support for these children. n Staff use books and songs to support children's communication and language skills. For example, babies and toddlers enjoy weekly story and music sessions at the local library. They excitedly return from the library on World Book Day carrying books and puppets and are eager to share these with staff. They look at the scented pages and talk about what they can smell. n Staff use carefully selected stories to include areas of their curriculum for children's learning. For example, children listen intently during story time. They confidently answer open-ended questions asked by staff. Staff encourage children to recall the sequence of stories and talk about the characters.

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need to do better?

Furthermore, staff plan activities that support all areas of development, with a focus on these stories. n Children practise their use of tongs to collect and sort eggs, counting how many golden eggs they can find. They created their own egg pictures using paint and

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need to do better?

6 March 2025 collage. This helps to support children's early mathematical, fine motor skills and creative skills. n Staff support pre-school children to learn about good oral health. They work with dental specialists, who provide toothbrushes, timers and toothpaste for children to use in the setting, along with additional packs for children to use at home. Children brush their teeth daily in the setting. Staff carefully supervise them, teaching them positional language as they do so. n Staff routinely monitor children's development. They identify gaps in children's learning and plan engaging activities to support children to make progress. Parents describe staff as professional, attentive and welcoming. They say how their children love attending the setting. However, staff do not always ensure that parents are fully informed of the next steps they have planned for children's development. n Staff provide opportunities for all children to develop their physical health and

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need to do better?

well-being. For instance, babies enjoy 'tummy time' and play safely on the carpet while being supervised by staff. Toddlers have space to run, negotiate ramps and develop their balance as they climb up and travel down slides. Older children use climbing frames, ride trikes and have weekly active sessions led by a visiting sports coach. Furthermore, all children benefit from daily walks to local parks and outdoor play spaces. n The setting is clean, safe and inviting for children to attend. However, staff do not always ensure that children follow stringent hygiene procedures. At times, staff forget to wash younger children's hands before eating, and they do not routinely support children to manage to wipe their noses.

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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 explore methods to share the planned intentions for children's next steps with parents to enable them to further support their children's learning at home n help staff to implement consistent routines that support children's health and hygiene practices even further.

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Setting details

Unique reference number 2721801 Local authority Worcestershire Inspection number 10361126 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 32 Number of children on roll 37 Name of registered person Gould, Julie

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reference number

Telephone number 07708032634 Date of previous inspection 5 July 2024

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Information about this early years setting

Honey Bees Day Nursery registered in 2023 and is situated in Redditch, Worcestershire. The nursery opens from 7.30am until 6pm, Monday to Friday, all year round, except bank holidays and one week at Christmas. The nursery employs eight members of childcare staff. Of whom, two hold an appropriate early years qualification at level 6, one at level 4, two at level 3 and one at level 2. The nursery provides funded early education for children aged from nine months up to school age.

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Inspection activities

n The inspection started on 6 March 2025. Inspectors returned on 31 March 2025 to gather additional evidence in line with Ofsted inspections and visits: Deferring, pausing and gathering additional evidence policy. n The inspector viewed the provision and discussed the safety and suitability of the premises. n The manager and the inspector completed a learning walk together of all areas of the setting and discussed the early years foundation stage curriculum. n Children communicated with the inspector during the inspection, and the inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector spoke with the nominated individual about the leadership and management of the setting. 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 The inspector spoke to several parents during the inspection and took account of

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Inspection activities

their views of the setting. n The manager provided the inspector with a sample of key documentation on request. n The manager showed the inspector documentation to demonstrate the suitability of staff.

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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

6 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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