Busy Bees at Lichfield

Inspection of Busy Bees at Lichfield Unit 1, Fosseway Gate, Birmingham Road, Lichfield WS14 9BJ

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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 Not applicable

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The provision is good

Staff support children's emotional security. For instance, when pre-school children show signs of tiredness, staff offer them a bed in a quiet area to rest peacefully. Staff encourage new children to bring toys to the table, helping them to feel comfortable. Once children settle, staff gently remove the toys, guiding them to focus on the activity. This process eases their transition into the setting.

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The provision is good

Staff actively support children's safety, health and well-being. For example, they teach children the importance of oral hygiene and handwashing. They explain how tucking in chairs and cleaning up spills help to keep everyone safe. Staff model positive behaviour and reinforce expectations calmly, encouraging children to think about why rules exist. They support children to take responsibility for their personal care, such as supporting babies in wiping their hands and putting on their own bibs. When children spill a drink, staff guide them through the steps needed to clean it up. These experiences build children's independence and confidence.

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The provision is good

Children freely explore the garden, developing physical skills through activities such as digging in the mud kitchen, riding bicycles and using rockers. They squeeze sponges while bathing dolls, grip chunky crayons during mark making and use paintbrushes to recreate real artists' work. These activities help to strengthen children's hand muscles, developing the needed skills to hold cutlery and feed themselves.

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need to do better?

n Staff design a sequenced curriculum that builds on children's existing skills. For example, they support babies by holding their hands as they practise early walking skills and assist more confident walkers to balance on large apparatus. Pre-school children confidently run and balance independently, demonstrating how earlier experiences have contributed to their development. n Staff quickly identify and address delays in children's development. As a result, children who once faced challenges in physical development now move confidently around the room, eager to explore. This demonstrates the positive impact of staff support on children's progress and highlights the effectiveness of early intervention. n Mindful that many families are new to the area, leaders share information about local services and events with parents and carers. This helps them to connect with other families and enrich their children's experiences outside of the setting.

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need to do better?

Additionally, staff encourage children to engage in small-world play where they learn about local recycling centres, veterinary clinics and community roles, such as police officers and dentists, deepening their understanding of the community. n Staff are highly effective in fostering partnerships with parents and other

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need to do better?

8 April 2025 settings that children attend. For example, they regularly meet with parents and key persons to review and discuss children's progress. Parents value the strong communication they receive from staff, feeling well informed and engaged. Notably, fathers feel included, showing that the setting actively involves all family members in children's development. n Staff collect feedback from school teachers after children transition to evaluate how well the curriculum supported their school readiness. However, staff sometimes lack alignment in their intentions, which can disrupt children's routines and hinder the flow of learning. Furthermore, some group activities are not managed effectively, limiting full participation from some children. n Staff teach children a wide range of vocabulary and sign language. As a result, babies confidently sign to ask for more lunch, and pre-school children use words

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need to do better?

such as 'symmetrical' to describe a butterfly's wings. Staff ask open-ended questions to encourage children's thinking and conversations, helping their communication skills to flourish. n Staff encourage children to develop early mathematical skills. For example, children engage in shape-recognition games, explore concepts such as 'big' and 'small' while rolling play dough into balls, draw zig-zag patterns and wipe down tables using triangle-shaped motions. This shows how mathematics is integrated into everyday routines. n Staff use funding to directly benefit the development of eligible children. For example, they allocate funds to purchase resources that enhance children's mathematical skills and encourage them to act out scenarios and process their feelings, supporting their overall development. n Leaders enforce rigorous recruitment and training procedures. They manage staff development through supervision, observation and modelling of expected

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need to do better?

behaviours. Staff appreciate the support and guidance they receive, including a wide range of training opportunities, such as positive behaviour training. They note that this training has positively impacted on their ability to manage children's behaviour.

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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 reflect on children's experiences when in a group to ensure they are all equally supported and engaged in appropriate learning n encourage staff to continuously work together to deliver the curriculum.

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Setting details

Unique reference number 2720473 Local authority Staffordshire Inspection number 10397294 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 110 Number of children on roll 140 Name of registered person Busy Bees Nurseries Limited

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reference number

Telephone number 01543 221636 Date of previous inspection Not applicable

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Information about this early years setting

Busy Bees at Lichfield registered in 2023. It is situated in Lichfield, Staffordshire. The setting is open all year round, Monday to Friday, 7.30am to 6pm, except for bank holidays. There are 34 members of staff, 22 of whom hold appropriate early years qualifications from level 3 to level 6. The setting receives funding for two-, three- and four-year-old children.

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Inspection activities

n The manager and the inspector completed a learning walk to discuss the intentions for children's learning. n The inspector observed the interactions between staff and children throughout the day and evaluated the impact on children's learning. n The inspector held discussions with the manager, staff and children at appropriate times during the inspection. n The views of parents were considered by the inspector through verbal discussions, telephone calls and feedback forms. n The inspector held discussions with leaders and staff about safeguarding. n The inspector conducted a joint observation with the manager during a mathematics activity. n Relevant documentation was reviewed by the inspector, including evidence of the suitability of those working with children.

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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

8 April 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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