Busy Bees at West End

Busy Bees at West End

Unique reference number (URN): 2876145 Address: Dorna House One, Guildford Road, West End, Woking, GU24 9PW Type: Childcare on non-domestic premises Registered with Ofsted: 04/12/2025 Registers: EYR Registered person: Busy Bees Nurseries Limited

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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.

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How we evaluate safeguarding

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

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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.

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Achievement Expected standard

Children are well supported from an early age to develop the skills they need in preparation for school. Children grow in confidence and become ready and excited about their next stage of education. On the whole, children are competent communicators as they hold conversations with adults and make their needs and wants known. The youngest children learn to pay attention as they sit and listen to stories. They learn to respond to spoken language and instructions, as they eagerly lift the flaps on the books to see what is hiding underneath.

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Achievement Expected standard

All children, including those with special educational needs and/or disabilities, or that face barriers towards their learning, generally make progress towards their individual targets from their starting points. Children develop friendly relationships with each other, hold hands as they play and seek each other out to share their learning experiences. Children have a sense of pride in what they do, build emotional resilience and independence.

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Behaviour, attitudes and establishing routines Expected standard

The positive, respectful culture staff have created supports a welcoming and inclusive environment. Staff have high expectations for children's behaviour. They consistently reinforce expected behaviours, such as no running indoors and being kind to our friends. Children listen, follow instructions well and begin to understand that the rules and boundaries in place help keep them and others safe. Staff recognise that children's regular attendance helps them establish solid routines, which supports their sense of security and readiness to learn.

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Behaviour, attitudes and establishing routines Expected standard

Overall, children, including those with special educational needs and/or disabilities, are supported to actively participate in a range of play and planned activities. This helps them to develop positive attitudes towards learning and each other, as they share their experiences. However, at times some staff members do not always recognise when less-confident children require additional support to engage in activities or play to improve their motivation to learn. On these occasions, some children are not fully supported to develop their confidence.

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Behaviour, attitudes and establishing routines Expected standard

Staff consistently model positive behaviour, encouraging children to take turns and play cooperatively. As such, children are kind, learn to share and help each other. For instance, children help each other as they tidy resources away, each holding one end of a large board and working together to carry it across the room to put it away. Children develop a sense of teamwork and responsibility.

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Children's welfare and wellbeing Expected standard

Staff help all children, including those with special educational needs and/or disabilities, to express their emotions. For example, they use visual real-life images that demonstrate different emotions to help children label and understand what they are feeling. This helps children to navigate social interactions more positively.

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Children's welfare and wellbeing Expected standard

Through activities and routines, staff support children to develop healthy habits, such as encouraging good hygiene, eating healthily and the importance of oral health. Children learn about safety, and caring for the world they live in. For instance, staff teach children about the importance of recycling. They encourage children to recall what items are recyclable. Children confidently share what they know and give a list of items, such as glass, cardboard and plastic and children know about the different bins used to sort waste. They explain that they must put their rubbish in the bin to keep the environment clean. This helps children make thoughtful choices about litter and safety.

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Children's welfare and wellbeing Expected standard

The key-person system in place is effective. Staff support all children, including those that are new, to settle quickly. They offer gentle encouragement, consistent routines and positive interactions. Staff ensure children's care routines align as closely as possible with those at home. They talk to children's parents and offer advice on sleeping, weaning and learning to use the potty. This supports children's emotional wellbeing and helps them feel secure.

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Curriculum and teaching Expected standard

Leaders have created a curriculum that supports all children, including those with special educational needs and/or disabilities, to develop their skills step by step, building on prior learning. For example, staff use their knowledge to plan playful activities, such as water play, to teach the youngest children mathematics. Children learn mathematical concepts as they empty and fill containers of water, alongside singing number songs as they play. As children grow, staff support them to develop more complex mathematical awareness by building on previously learned skills, such as understanding quantity, size and shape.

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Curriculum and teaching Expected standard

Children build on their vocabulary as they learn new words and develop skills to solve problems. Staff place emphasis on supporting children's physical development as they learn to move in different ways. They lovingly guide children by encouraging them to hold their arms out as they learn to skilfully balance on wooden beams in the garden. The explicit praise and positive reinforcement helps children develop a positive sense of self, feel proud and supports their wellbeing.

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Curriculum and teaching Expected standard

Staff conduct regular assessments and carefully observe all children. The teaching during activities is purposeful and helps children to develop across all areas of learning. Staff observe children, check their progress and plan appropriate next step goals for children to achieve. However, not all staff across the setting fully understand the curriculum priorities, which limits the depth of their teaching.

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Inclusion Expected standard

The setting promotes inclusivity and all children are welcomed, valued and respected. All children, including those with special educational needs and/or disabilities (SEND), are supported to make progress in their learning and develop a sense of belonging. Leaders and staff assess children's individual needs with careful precision and attention to detail. Staff make necessary adaptions to routines, activities and their interactions to ensure children with SEND are included and benefit from the learning experiences on offer. For example, staff consistently use 'now and next' boards to help children with SEND understand what is happening now and what comes next. This reduces uncertainty and supports them to feel secure and confident to engage in daily routines.

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Inclusion Expected standard

Staff conduct regular assessments and carefully observe all children. Where staff identify additional support is needed, they swiftly devise tailored plans and work collaboratively with parents and other professionals, such as the local authority. Staff carefully monitor children's progress and effectively review the impact of targeted support. This ensures strategies remain effective and allows a swift response to children's changing needs.

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Inclusion Expected standard

Leaders demonstrate that any additional funding is sought and used to help all children, including those that may face barriers to their learning, engage fully and reach their potential. This strengthens outcomes for children.

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Leadership and governance Expected standard

There have been recent changes to the day-to-day leadership team. New leaders are enthusiastic and dedicated to their role with a clear ambition of driving positive improvement across the setting. They have placed focus on developing a strong workforce and value each staff member's individual strengths, which improves staff's confidence, engagement and morale. Staff benefit from regular supervision sessions, where their workloads are explored, alongside plans for future training to enhance their personal effectiveness. Leaders encourage staff growth within the company and recognise the positive impact professional development has on children's learning and care. Staff report high levels of support and guidance.

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Leadership and governance Expected standard

Leaders generally understand the strengths of the setting and areas to be improved. For example, leaders have reflected on how they can support children as they transition through the daily routine. They have implemented new strategies, such as circle time, to help children refocus before they enter into the next aspect of the day. Children are given clear warnings before transition times, which helps them to regulate their emotions and transition calmly. This has a positive impact on all children's behaviour, including those who may face barriers to their learning, as well as their overall wellbeing.

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

Children learn and play in a stimulating yet calm environment. Their health and safety are a high priority for staff as they carry out regular headcounts when children transition around

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Inspector:

Kelley Ellis the building. Staff are watchful for any dangers that could pose risk and help children recognise how to keep themselves safe. For instance, children are asked why they should be careful walking on the wet wooden beams in the garden. Children share their opinions on how the rain has made the beams slippery. They are encouraged by staff to take extra caution. This supports children to problem solve and to identify potential hazards themselves. Leaders and staff work closely with parents to ensure children attend regularly and arrive on time to receive the full benefits of their learning. This helps children establish secure foundations as they build on skills and make consistent progress.

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Inspector:

Children with special educational needs and/or disabilities are well supported to participate in meaningful play and learning alongside other children. Staff understand children's needs and support them as they join up with their friends to play games, such as hide and seek. Through consistent modelling and guidance, staff teach children to be kind and considerate of others. All children develop a sense of belonging, feel welcome as they play and learn in an inclusive environment.

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Inspector:

Staff provide activities that promote children's curiosity. For example, the youngest children express awe and wonder as they explore frozen gloop, which supports their sensory development, creativity and fine motor skills. Older children strengthen their hand muscles as staff encourage them to manipulate play dough by pinching, squeezing and rolling. Children express their delight as they make 'wiggly worms' with staff. They develop their physical skills as they make believe and pretend.

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Next steps

Leaders should further develop staff understanding and implementation of the curriculum to raise teaching to an even higher standard. Leaders should support staff to consistently recognise when less-confident children need additional support to engage in activities and play, to fully promote their focus and build on their positive attitudes to learning.

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About this inspection

The inspector spoke with leaders, staff, parents and children during the inspection.

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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.

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Address:

Dorna House One Guildford Road, West End Woking GU24 9PW

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Busy Bees Nurseries Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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Facts and figures used on inspection

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

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Exceptional

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

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Strong standard

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

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Expected standard

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

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Needs attention

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

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Urgent improvement

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

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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.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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