Busy Bees Day Nursery at Cheadle Kingsway

Inspection of Busy Bees Day Nursery at Cheadle Kingsway High Grove Road, Cheadle, Cheshire SK8 1NP

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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 happily arrive at this welcoming nursery. Staff greet every child individually and take time to hold meaningful conversations with parents and carers. Children demonstrate their awareness of the nursery's routines as they confidently hang up their coats and store belongings from home. They proudly point out their family photos on the wall, demonstrating that they feel happy and secure. Staff meet children's care needs very well. Staff cuddle younger children and gently rock them to sleep. This reflects routines from home, creating consistency of care for children. Children have built close attachments with staff. They invite them into their play and look for support and reassurance when needed.

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The provision is good

Staff are positive role models. They demonstrate the behaviours they expect from children. For example, staff show children how to use resources and share ideas. Children's behaviour is good. Staff work together to plan a curriculum that offers a range of experiences to spark children's interests. Younger children enjoy feeling different textures in sensory play. Older children use magnifying glasses to find bugs, and they look at reference books to find out more information about bugs and insects. Children show high levels of motivation to learn and develop positive attitudes that will benefit them in the next stage of their learning.

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need to do better?

n The curriculum for physical development is ambitious. Children develop their strength as they climb up over obstacles and balance on tyres in the outdoor area. Staff provide opportunities for children to develop their coordination as they climb up steps and crawl through tunnels. They giggle as they learn to kick balls, and they throw bean bags with precision. This gives children the opportunity to develop their physical skills, stamina and dexterity. This approach helps to prepare children for future learning as they begin to understand their own bodies. n Staff quickly identify if a child may need some extra support. They work closely with parents to support both children and their families. Staff engage with a range of professionals and use suggested strategies to help children make progress. In addition, they ensure that additional funding is used to support children's learning effectively. Staff work in partnership with local schools, which

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need to do better?

supports transitions when starting school. n Staff mostly support children to develop their communication skills. For example, staff model new words to children as they play and extend children's language. However, staff do not always allow children time to respond to their questions. They fill the silence with more questions. These strategies do not help children to consistently engage in meaningful back-and-forth interactions. n Children enjoy their time at the setting and eagerly explore the activities on

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need to do better?

27 June 2025 offer. They giggle as they join in with dances and rhymes. They show impressive levels of focus and determination as they master new movements. However, there are some occasions when staff do not ensure that all children know when an activity is about to begin. For example, some children do not realise story time has started as staff do not give enough warning. The arrival of more children to the story time interrupts the learning and engagement of the children who are already enjoying the exciting story. As a result, not all children gain the intended skills and knowledge. n Staff provide opportunities for children to develop their knowledge about the local community. They invite visitors, such as dentists and nurses, to help children learn about people who help them. Staff create opportunities for children to celebrate some cultural events. However, the planned curriculum does not always support children effectively to learn about and reflect on their

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need to do better?

differences and understand what makes them unique. This does not fully prepare children for the diverse world around them. n Partnerships with parents are strong. Parents are complimentary about the care that their children receive. Staff involve parents in children's assessments and share meaningful information to keep parents fully informed about their child's day. Staff share activity ideas for children to complete at home. This helps to provide a consistent approach to learning for children across the nursery and at home.

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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 support staff to fully embed strategies to develop children's communication and language skills n enhance transitions between activities to ensure children are able to fully benefit from the learning on offer n develop opportunities for children to learn about and celebrate their differences and understand how they are unique, to prepare them for the diverse world in modern Britain

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Setting details

Unique reference number 307163 Local authority Stockport Inspection number 10392288 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 67 Number of children on roll 67 Name of registered person Busy Bees Nurseries Limited

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reference number

Telephone number 0161 428 6226 Date of previous inspection 14 August 2019

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Information about this early years setting

Busy Bees Day Nursery at Cheadle Kingsway was established in 1997. The nursery is open Monday to Friday, from 7.30am to 6pm, all year round, except for bank holidays. The nursery provides funded education for two-, three- and four-year-old children. The nursery employs 16 members of staff who work directly with the children. Of these, nine hold an early years qualification at level 3, three hold an early years qualification at level 2 and four are unqualified.

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Inspection activities

n The manager and inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The management team showed the inspector documentation to demonstrate the suitability of staff. n The manager and inspector conducted a joint observation of an activity.

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Inspection activities

27 June 2025 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

27 June 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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