Busy Bees Day Nursery at Preston Ashton House

Inspection of Busy Bees Day Nursery at Preston Ashton House Ashton Park, Pedders Lane, Ashton-on-Ribble, Preston PR2 1HL

p.1

Overall effectiveness Requires improvement

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

p.1

The provision requires improvement

Leaders know what they want children to learn and plan a well-sequenced curriculum. However, in practice, the weaknesses in the implementation of the curriculum mean that there are times when activities do not inspire children to learn, and the aims of the curriculum fall short of expectations. Although staff plan a range of learning experiences for children, they do not think well enough about what it is that they want children to learn. Some learning experiences lack a specific purpose and do not consistently build on what children can already do and know. These weaknesses do not support all children to make good progress. Despite this, children enjoy sensory experiences, such as water play and play dough. They have fun as they fill and empty containers or pull, stretch and mould the dough. Some staff talk to the children about sizes, shapes and numbers as they play.

p.2

The provision requires improvement

Children are happy and enjoy attending this welcoming nursery. They have positive bonds with staff and each other and show they feel safe and secure. Staff working with babies are particularly nurturing, which promotes children's well-being. Staff recognise when children are becoming tired and take them to the sleep area for a nap. Additionally, staff manage minor disputes between children appropriately. Children learn to take turns and are kind to their friends. They develop a sense of belonging and their behaviour is good.

p.2

need to do better?

n Children's physical development is supported well. Young children are supported to use age-appropriate cutlery as they develop their small muscles and hand-eye coordination. In addition, exercise is an important part of the daily routine. Older children develop their large muscles as they engage in a range of ball games in the garden. Children develop the physical skills that support their overall development and readiness for school. n Staff make timely referrals and form positive relationships with other professionals to support children with special educational needs and/or disabilities. Staff incorporate other agencies' recommendations and advice into their plans to help children who require extra support make progress in relation to their starting points. n Parent partnerships are good. Parents are happy with the care their children receive. They feel that communication is effective and staff are very supportive.

p.2

need to do better?

Parents explain that staff share photos and daily discussions to keep them up to date with their children's development. n In the main, children are supported well to develop their communication and language skills. Staff promote a love of books and stories for children from the youngest age. They identify core books and rhymes and repeat these frequently.

p.2

need to do better?

8 May 2025 Children become familiar with and enjoy these stories and rhymes. Furthermore, older children are introduced to new words, such as 'elevate', as staff narrate their play. However, at times, such as during free play, interactions between staff and children are limited. Due to this, some children do not benefit from enough meaningful interactions with staff to extend their learning. n Leaders have not addressed a previous recommendation raised at their last inspection. Leaders have some systems in place to support staff supervision, for example room leaders carry out observations and supervisions with their key staff in the room. However, leaders do not have effective oversight to ensure supervisions are robust enough. They have not ensured staff understand the purpose of supervisions. In addition, they do not support staff in raising their overall effectiveness in supporting children's learning and development.

p.2

need to do better?

n Leaders ensure that staff complete mandatory training, including paediatric first- aid and safeguarding. Staff also complete training around the nursery's curriculum. However, staff are sometimes unsure of what training they have completed. For example, staff working in the baby room have completed specific baby training but are not aware of what they have learned from this to support their roles and responsibilities. Consequently, there are gaps in staff's knowledge and understanding of how children learn. n There is a key-person system in place. In the main, key persons know their children well and can discuss their interests and next steps. However, recent changes to the key-person system mean that some staff do not yet have a deep knowledge of their key children's individual learning needs and next steps. In addition, some parents have not been informed of the change of key person. Consequently, the support for some children, including those who are most

p.3

need to do better?

disadvantaged and in receipt of additional funding, are not fully supported to make good progress. n Leaders and staff obtain parents' permission to administer prescribed medications. In addition, risk assessments that are individualised to children's specific needs are in place. However, leaders and staff do not consistently obtain permission for non-prescribed creams and moisturisers and do not consistently record the application or administration of non-prescribed creams or moisturisers they apply to children. Leaders took swift action to rectify this during the inspection and there was no significant impact to children's safety and well- being. n The daily routine is in place to support staff and children to know what is coming next. Staff support children to transition into the setting with cuddles to help them settle. However, some parts of the routine are not organised effectively to sustain children's attention. For example, the organisation of mealtimes for

p.3

need to do better?

children is less well considered. Babies become upset and older children become impatient while waiting for lunch to arrive. Consequently, waiting for long periods causes disruption to their routine, and children become disengaged.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

8 May 2025 There is an open and positive culture around safeguarding that puts children's interests first.

p.3

Due date

implement more robust systems to ensure that appropriate arrangements are in place for the supervision of staff, with particular focus on their understanding of the curriculum and continuous professional development 30/05/2025

p.4

Due date

ensure staff implement the curriculum effectively, building on what children know and can do to support children to become fully engaged in meaningful learning experiences that meet their individual needs. 30/05/2025

p.4

should:

n strengthen the key-person system so that all staff are aware of children's individual needs and parents are kept up to date about their current key person n consider the organisation of transitions, in particular during mealtimes, so that waiting times are minimised and better support children's engagement.

p.4

Setting details

Unique reference number 309355 Local authority Lancashire Inspection number 10394185 Type of provision Childcare on non-domestic premises

p.5

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care

p.5

inspection

Total number of places 161 Number of children on roll 90 Name of registered person Busy Bees Nurseries Limited

p.5

reference number

Telephone number 01772 726696 Date of previous inspection 15 June 2021

p.5

Information about this early years setting

Busy Bees Day Nursery at Preston Ashton House registered in 1994 and is situated in Preston, Lancashire. The nursery employs 23 members of childcare staff. Of these, 11 hold relevant childcare qualifications at level 3 and six hold relevant childcare qualifications at level 2. The nursery opens from Monday to Friday, all year round. Sessions are from 7.30am to 6pm. The nursery provides government funded early education.

p.5

Inspection activities

n The manager and the inspectors completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n The inspectors observed the quality of education being provided indoors and assessed the impact this was having on children's learning. n The inspectors observed the interactions between staff and the children. n The inspectors and the manager carried out joint observations of a group activity. n The inspectors spoke to several parents during the inspection and took account of their views. n The inspectors spoke to staff at appropriate times during the inspection and took account of their views. n The manager showed the inspectors documentation to demonstrate the suitability of staff.

p.6

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.

p.6

Inspection activities

8 May 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.

p.6

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.7

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7