Busy Bees at Sandy

Inspection of Busy Bees at Sandy 7 Medusa Way, Sandy, Bedfordshire SG19 1TH

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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 thoroughly enjoy their time at the nursery. Staff support children's social and emotional development well across the nursery. Staff cuddle babies and allow children to wake up in their own time. They sensitively support children who become upset. This gives children a sense of security. Staff skilfully help older children to understand and begin to regulate their behaviours. When children begin to throw soft toys, staff turn this into a game, challenging them to aim for a target. Children use their manners and demonstrate positive attitudes to learning. Staff help children understand their communities and challenge their thinking. When talking about people who help us, staff explain to children that they can be men or women. This helps children to consider the views of others.

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The provision is good

Staff willingly read to children with expression and energy. Children ask staff to read to them throughout the day, indoors and out. They look at books by themselves and handle them with care. This helps children to develop a love of reading. There is a strong focus on children's physical development. Babies move freely, crawling to explore their room as well as laying down to relax when they need. Staff model the different ways that animals move. Children join in stretching, slithering and stomping, imagining they are the animals. Older children navigate an obstacle course. These activities help children to understand risks during play and the limits of their own physical abilities.

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need to do better?

n The team has undergone recent staffing changes, and the nursery leaders have worked hard to maintain a stable and secure environment for children to flourish. Staff feel well supported personally and professionally by leaders. As a result, they remain committed to developing their skills and providing the education that promotes children's all-round learning and development. n The leaders have an accurate overview of the quality of the nursery. The shared curriculum aims to develop provision so that children achieve good progress. There is a continuous development plan in place to upskill staff. This includes targeted training to develop teaching skills. n There is strong partnership working between staff and parents. These relationships have been built on mutual trust. Staff and parents share pertinent information about children's needs. This includes working together to help parents understand how to support children's learning and development at

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need to do better?

home. n Children with special educational needs and/or disabilities receive good support. Staff work closely with parents and develop good partnerships with other agencies to support children's learning. They implement the agreed strategies and follow children's learning closely. This helps these children make good

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need to do better?

7 July 2025 progress from their starting points. n Staff know the children well. They have good knowledge of how children learn and make accurate assessments of their development. This enables staff to plan interesting, enjoyable experiences for the children. However, at times, these experiences, particularly for toddlers, are not always implemented skilfully by staff. This means that some younger children do not receive consistently high- quality experiences. n Staff underpin the curriculum by helping children to develop strong foundations in communication and language. They talk to the babies and children constantly, so they hear a good range of conversational words. Staff use some interesting words, such as introducing fruit as 'citrusy' and 'refreshing'. However, sometimes, this vocabulary does not extend consistently throughout the children's day to provide a rich language experience. n Staff help children to learn through music. They gain babies' attention,

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need to do better?

encouraging them to look and listen before starting the song. Babies make animal noises and giggle with delight as they try to make a noise like a lion. Toddlers choose items from a bag and make connections with the song they will sing next. They copy actions and words, moving their whole bodies. n Older children demonstrate their readiness for the next stage of their education. Staff facilitate games that require them to follow rules, such as 'Duck, duck, goose'. They excitedly wait their turn and cheer their friends on when the racing begins. Older children operate independently throughout the day with confidence. Staff encourage them to rub in their own sunscreen and become self-reliant when following hygiene routines.

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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 embed further staff professional development to develop teaching skills further, with particular reference to interactions with children n help staff to increase the range of language-rich experiences for younger children during play.

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Setting details

Unique reference number 219271 Local authority Central Bedfordshire Inspection number 10410235 Type of provision Childcare on non-domestic premises

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Registers

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

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inspection

Total number of places 70 Number of children on roll 86 Name of registered person Busy Bees Nurseries Limited

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reference number

Telephone number 01767 683 602 Date of previous inspection 14 March 2023

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Information about this early years setting

Busy Bees at Sandy registered in 2017. The setting is open from 7am until 6pm, Monday to Friday, all year round, except for bank holidays. There are 20 staff members who work directly with the children. Of these, seven hold relevant childcare qualifications at level 3 or above. The setting provides funded places for all eligible children.

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Inspection activities

n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want the children to learn. 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 manager and the inspector carried out two joint observations of planned activities. n The inspector spoke to several parents during the inspection and considered their views. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the nursery. n Children talked with the inspector during the inspection.

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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

7 July 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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