Busy Bees (Marshalswick) Ltd

Busy Bees (Marshalswick) Ltd

Unique reference number (URN): EY343615 Address: Baptist Free Church, 4 Sherwood Avenue, ST. ALBANS, Hertfordshire, AL4 9QL Type: Childcare on non-domestic premises Registered with Ofsted: 02/11/2006 Registers: EYR, CCR, VCR Registered person: Busy Bees (Marshalswick) Limited

p.1

Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.2

How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children behave well within the setting. Children are kind to each other and understand the importance of sharing toys and activities. The older children are reminded daily of staff expectations, and they develop a good understanding. For example, children talk of waiting five minutes for their go on a bike in the garden. Children who speak English as an additional language do not always understand what is expected of them, and staff do not always recognise this. Leaders have recognised the importance of the key person relationships and have recently reduced the number of key children each member of staff has. This has allowed staff more time to get to know and support their individual children. The older children are encouraged to listen to each other at circle time. They develop respect for each other and build on their self-esteem. Staff are aware of the differing developmental levels of the children and differentiate their expectations of their behaviour as

p.2

Behaviour, attitudes and establishing routines Expected standard

Children's attendance levels are high. This means that children's routines are maintained. Regular attendance allows staff to build on children's skills and learning overall and break down development targets to be more manageable.

p.2

Children's welfare and well-being Expected standard

Staff are knowledgeable about the children who attend the setting, and they share information with each other to ensure consistency in their care for all the children. All the children seek out their key person for support when needed and proudly tell them of their achievements. Familiar key persons complete nappy changing for a consistent approach, and children's privacy is maintained. At snack time, staff talk to children about healthy food choices, discussing foods that are bad for their teeth and when they may need to visit the dentist. This helps to develop children's understanding of healthy lifestyles. Leaders work closely with parents to ensure children are provided with healthy lunch boxes. They provide parents with additional information and signpost them to external professionals who may be able to provide relevant support. Mealtimes are sociable times. Staff sit and talk with the children at each table. Children enjoy talking about their morning so far. Leaders ensure

p.2

Children's welfare and well-being Expected standard

children's individual dietary requirements are known by the whole staff team, and effective procedures are in place to ensure children are not given the wrong foods. Children have

p.2

Needs attention

daily access to the garden area for exercise and fresh air. The chaotic afternoon sessions do not follow the well-structured routines that are embedded in the morning sessions.

p.3

Achievement Needs attention

Children who speak English as an additional language do not make the progress they are capable of. The lack of focused support for their communication and language development has a direct impact on their progress in other areas of learning. This group of children fall behind their peers and are not well prepared for the next stage in learning and eventual move to school.

p.3

Achievement Needs attention

Children make expected progress in their physical development in relation to their starting points. They gain increasing control as they run, jump and balance on low-level equipment. Children learn over time how to put on their coats and shoes. Other groups of children make steady progress in communication and language. They ask questions and repeat new words introduced by staff. This helps them build their understanding and develop a wide vocabulary. Children who have special educational needs and/or disabilities benefit from the addition of soft play equipment that enhances their well-being.

p.3

Curriculum and teaching Needs attention

Leaders have not supported staff to make adaptations to how they implement the curriculum to meet the needs of the changing cohort of children. They have not been proactive in ensuring that children who speak English as an additional language (EAL) are supported effectively. This also means that, for these children, the curriculum design is ineffective. Staff do not review and assess how children with EAL are accessing the curriculum. They do not consider how to adapt their teaching.

p.3

Curriculum and teaching Needs attention

Staff implement the curriculum to help children build on what they already know and can do. They engage children in conversation, encouraging them to ask and respond to questions. In the pre-school room, children have opportunities to practise counting every day and build their mathematical knowledge. Staff read stories regularly to children. They help children learn to share and take turns as they play. Children learn to negotiate and consider the impact of their actions on their friends. Children have regular opportunities to practise balancing, as they navigate stepping stones and climbing equipment. Leaders are developing the afternoon sessions to ensure that the quality of teaching is consistent throughout the day.

p.3

Curriculum and teaching Needs attention

Staff tailor their teaching and make adaptations to help children with special educational needs and/or disabilities to join in. They make accurate assessments of their progress that inform planning for their next steps.

p.3

Inclusion Needs attention

Leaders do not always have oversight of the impact of the curriculum for all children. Barriers to learning for children who speak English as an additional language (EAL) are not consistently reduced. Leaders have not ensured that staff understand how to support children with EAL. This means that children with EAL are not always able to access meaningful learning opportunities.

p.4

Inclusion Needs attention

Leaders work well with families of children with special educational needs and/or disabilities (SEND) to identify gaps in children's learning and development. Staff confidently plan interventions for children. They monitor them regularly and make changes to adapt to children's changing interests. Leaders support all staff to be confident in their knowledge of supporting children with SEND. Training courses are provided to extend staff's knowledge and develop their confidence. Staff comment on how training has supported them in their practice. For example, they have developed how they implement alternative communication strategies with children. Leaders work with key persons and parents to identify how to make the best use of additional funding for specific children. For example, leaders identified that some children need to have more opportunities for quiet time and so introduced soft play areas. This has a positive impact on children's experience at the setting. Children with

p.4

Inclusion Needs attention

SEND achieve well during their time at the setting.

p.4

Leadership and governance Needs attention

Leaders have not reflected accurately on the quality of the provision. They have not made changes to the curriculum or ensured that staff have the appropriate skills to support the changing needs of some of the children attending the setting. Leaders have not ensured that children who speak English as an additional language (EAL) receive support to access learning. This hinders the progress that this group of children makes.

p.4

Leadership and governance Needs attention

Children with special educational needs and/or disabilities receive appropriate support to help them access guidance from other professionals. Leaders promote partnership working with parents and other professionals to provide children with consistency.

p.4

Leadership and governance Needs attention

Staff have access to a wide range of training opportunities. Leaders encourage staff to share learning with each other to provide consistency in practice for all. Regular one-to-one sessions support staff's ongoing development and well-being. However, due to lack of oversight, staff have not received training to support children who speak EAL. This impacts on their ability to recognise when adaptations may need to be made to ensure that all children have the same learning opportunities. Staff comment on how they feel fully supported by leaders. The provider has created a positive culture that is embedded throughout this setting.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

What it's like to be a child at this setting

Children who speak English as an additional language (EAL) do not benefit from a consistent approach to accurately assess and plan for their learning. Staff do not successfully adapt their teaching to ensure children with EAL understand what is happening or support them to join in with activities. This means that these children do not make the same levels of progress as their peers and are not well prepared for the move to school. Leaders do not have clear oversight of support for children with EAL, and therefore appropriate training and support have not been provided to staff.

p.5

What it's like to be a child at this setting

The organisation of the afternoon sessions is less structured than the morning sessions. Children enjoy making choices. However, staff are less focused on engaging them in purposeful play that helps them build on what they know and can do. At times, the setting becomes chaotic. This weakens the learning experiences further for children with EAL.

p.5

What it's like to be a child at this setting

All children typically demonstrate that they feel safe and enjoy attending the setting. Staff form positive relationships with families, and they take the time to get to understand children's lived experiences. Staff are aware that children have differing starting points. Information gathered when children begin at the setting forms the start of baseline assessments, alongside staff's own observations. Children's interests form the basis of planned activities. Children with special educational needs and/or disabilities are well supported by trained staff who assess, plan and deliver targeted support. Children demonstrate a feeling of belonging, settling well and showing familiarity with the setting's routines. Children receive support to gain independence in their self-care skills, ready for the move to school. Children are kind to each other. As they move through the setting, children develop their play skills and friendships. Children progress from playing alongside each

p.6

What it's like to be a child at this setting

other to playing with other children. Attendance at the setting is a high priority for leaders.

p.6

Next steps

To meet the requirements of the Early years foundation stage and Childcare register the provider must take the following actions by the assigned date:

p.6

access to high-quality teaching to fully

support their learning and development. 18/01/2026

p.6

develop skills and knowledge for the

next steps in their learning. 18/01/2026

p.6

Address:

Baptist Free Church 4 Sherwood Avenue ST. ALBANS Hertfordshire AL4 9QL

p.7

Address:

Type: Childcare on non-domestic premises

p.7

Address:

Registered person: Busy Bees (Marshalswick) Limited

p.7

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:45 - 15:00,Monday,Tuesday,Wednesday,Thursday,Friday : 08:45 - 13:00,Monday,Tuesday,Wednesday,Thursday,Friday : 08:45 - 09:30,Monday,Tuesday,Wednesday,Thursday,Friday : 13:00 - 15:15

p.7

About this inspection

The inspector spoke with the provider, manager, deputy manager, special educational needs and/or disabilities coordinator, practitioners and parents during the inspection.

p.7

About this inspection

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.7

About this inspection

A quality assurance visit by an additional inspector was carried out at this inspection.

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.8

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.8

Strong standard

The setting reaches a strong standard. Leaders are working above the standards expected of them.

p.8

Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standards set out in statutory and non-statutory legislation and the professional standards expected of them.

p.8

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

p.8

Urgent improvement

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.9

Urgent improvement

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.9

Urgent improvement

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

p.9

Urgent improvement

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

p.9