The Beehive

The Beehive

Unique reference number (URN): 123074 Address: St. Margarets Church House, Putney Park Lane, London, SW15 5HU Type: Childcare on non-domestic premises Registered with Ofsted: 19/12/1997 Registers: EYR, CCR, VCR Registered person: Bumble Bee Nursery Schools Ltd

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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 Strong standard

Children consistently make strong progress across all areas of learning and development from their different starting points. This includes children with additional needs or those who need adjustments in their daily routine or activities. Children are confident learners who remember and recall their learning. Leaders ensure that children are well prepared for their next stage with secure foundations for future learning, including resilience and perseverance.

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Achievement Strong standard

Children confidently express their ideas and engage in meaningful conversations with peers and staff. They develop secure problem-solving skills and concentration as they focus deeply on different activities. For example, younger children learn to make sets of coloured objects. Children develop independence and thrive on the praise and support staff provide as they manage daily routines such as snack time and tidying up. Children learn to be kind and helpful, developing positive social skills.

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Behaviour, attitudes and establishing routines Strong standard

Children understand and confidently follow well-established routines. They need little support from staff to independently wash their hands before eating and then to lie down to rest after lunchtime. Children understand what is expected of them when staff give reminders to change activities. Children demonstrate consistently positive behaviour because staff are positive role models. They are respectful of adults and their peers. Staff foster positive and nurturing relationships with children, which promotes kindness. Children willingly share resources with others. For example, they make sure their friends have enough play dough during a creative activity. Children with special educational needs and/or disabilities are included throughout daily routines and are supported to engage fully in all activities. Staff celebrate their achievements, such as children's progress in cutting skills.

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Behaviour, attitudes and establishing routines Strong standard

Children attend regularly and engage well in all learning opportunities. Leaders quickly identify any patterns of lateness and collaborate with parents to address this. They understand the importance of supporting a strong foundation for regular attendance as children move on to school. Children are motivated and engaged learners. Their interests are then extended through visitors to the setting, such as police officers and fire fighters, or by travelling to community places, such as a local farm.

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Children's welfare and wellbeing Strong standard

Leaders and staff know the children very well and develop close bonds with them. Key- person relationships are thoughtful and consistent. This helps children feel safe and able to thrive. Children with special educational needs and/or disabilities and those who are disadvantaged receive personalised care that reflects their individual preferences. Staff adapt the well-planned environment regularly to meet each child's needs and preferences. A mix of nurturing areas for sensory play and calming down, along with lively play areas, promotes active, healthy lifestyles. Children particularly enjoy lots of physical games and outdoor play with others. Children learn and use movement words as they navigate space safely and practise mathematical spatial vocabulary.

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Children's welfare and wellbeing Strong standard

Children recognise and name their feelings by using visual aids that staff wear to communicate emotions. Children also discuss healthy foods when they talk and eat lunch with staff. Staff support children who need extra support so they feel fully included in sociable mealtimes. Staff engage successfully with parents to help children understand and benefit from healthy eating habits. Children learn the importance of dental hygiene routines as the leaders invite a dentist to show them.

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Curriculum and teaching Strong standard

Leaders and staff work hard to provide all children with a well-sequenced and high-quality curriculum. Staff successfully implement the intended curriculum and consistently apply it in their teaching. For instance, children count and compare quantities when they fit spheres into various containers. Staff monitor children's progress, including children who face barriers to their learning and/or wellbeing. They successfully use this assessment to understand what children know, can do and need to learn next.

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Curriculum and teaching Strong standard

Leaders give high priority to children's emotional wellbeing and physical development. Children benefit from an active programme of physical skills, such as sessions on ball games and dancing. These support children to develop their coordination, agility, balance, core strength and fine motor skills. Children use the outdoors and wooded area well. Staff demonstrate how to make bark patterns and help children dig for and learn about worms. Staff skilfully weave interactions such that children successfully expand on what they are doing. For example, children speak of seeing things bigger or smaller when they explore with magnifying glasses. Children are engaged when staff use actions with storybooks. Staff sing rhymes with children to further support their language development.

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Leadership and governance Strong standard

Leaders show commitment and passion for providing high-quality care and education through play for all children. They have a well-developed understanding of the setting's strengths and keenly reflect on their practice. Leaders identify and respond swiftly to any priorities for improvement. For instance, staff have trained to develop a forest school area to help children understand nature. Leaders use funding thoughtfully to help close any gaps in children's learning for those who face any barriers to learning and/or wellbeing. Children also enjoy regular outings in the local area with staff, such as visits to a nearby care home, which helps them develop a sense of community.

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Leadership and governance Strong standard

Staff morale is high because leaders are supportive and mindful of staff wellbeing. They are supported through observations and supervision meetings to identify strengths and areas for development. Leaders support staff's individual professional learning needs. Effective partnerships with parents and other professionals result in a consistent two-way flow of information that benefits children's learning and development. Parents comment on the ample communication staff provide. They particularly value ideas that help them to support their children's learning and development at home.

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Inclusion Expected standard

Staff receive support from leaders to support all children, particularly those who are disadvantaged, those with special educational needs and/or disabilities and those who face barriers to their learning and/or wellbeing. Ongoing assessment is used to help identify and track any potential gaps in learning and development. Staff plan effectively for these gaps, helping children to make secure progress. Well-timed and appropriate referrals to other agencies are made when needed. Leaders work in partnership with other professionals and parents to gain support and interventions for children as required.

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Inclusion Expected standard

When needed, staff use visual aids and sensory resources to encourage children to join in with activities. Leaders ensure any additional funding is used well to reduce barriers that children may face to their learning. For example, they provide children who may benefit from further communication support with specific language activities. Leaders carefully monitor and review the impact of additional funding. Staff have high expectations for children's learning. However, they need to continue giving tailored support to remove any further barriers to children's learning. Leaders recognise that professional development can be strengthened further to ensure inclusive practice is embedded consistently across all staff.

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Compulsory Childcare Register requirements

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

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Register

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

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Voluntary Childcare Register requirements

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

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Register

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

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

Children are highly valued as unique individuals in this nursery. They are happy, feel safe and their interests are blended into their learning in creative ways, such as painting a large, interactive model of a dinosaur's head. Leaders and their staff team have high aspirations for all children and what children can achieve.

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

Children thrive because they are happy, safe and confident. They enjoy their learning environment. Staff engage effectively with children, who become curious, capable and resilient learners. All children make consistent, secure progress throughout the nursery. They are well equipped to move on to the next stage of their learning. Children, including those with special educational needs and/or disabilities, are provided with the challenge that they need to experience success in their learning.

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

Children are very well behaved in play. They are polite and courteous. They share resources well and play happily with and alongside each other. Caring and positive relationships form the foundation for children's sense of belonging, enabling them to be curious and independent learners.

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

Parents and carers speak positively about the nursery. They have confidence in the leaders and their staff team. Parents comment on the genuine care shown for each child. They say that staff ensure that children find joy in every aspect of their indoor and outdoor learning. Leaders are approachable and willing to listen and discuss ideas with parents.

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Address:

St. Margarets Church House Putney Park Lane London SW15 5HU

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Bumble Bee Nursery Schools Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:30

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Next steps

Leaders should further strengthen opportunities and professional development to promote equity and inclusion for all children so that outcomes are enhanced consistently across the setting.

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About this inspection

The inspector spoke with the nominated individual, deputy manager, practitioners, the special educational needs and/or disabilities coordinator, 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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About this inspection

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

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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. 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

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 .

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Urgent improvement

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Urgent improvement

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

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