Busy Bees at Addlestone

Busy Bees at Addlestone

Unique reference number (URN): 2713882 Address: 3 Simplemarsh Road, Addlestone, KT15 1QH Type: Childcare on non-domestic premises Registered with Ofsted: 23/11/2022 Registers: EYR, CCR 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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Behaviour, attitudes and establishing routines Expected standard

Children across the setting show positive attitudes to learning and settle well on arrival. They enter the environment calmly, ready to engage, and respond positively to the well- established morning routines. Staff provide a warm, predictable atmosphere that helps children feel secure and understand what is expected of them.

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Behaviour, attitudes and establishing routines Expected standard

Children cooperate with each other and are developing increasing levels of independence appropriate to their age. They move confidently between different areas of provision and transition smoothly between routines and activities. Behaviour is generally appropriate, and children demonstrate kindness towards others. They share resources, take turns and are developing a clear awareness of how their behaviour impacts on their friends. Interactions are usually respectful, and children listen to one another and follow instructions with growing confidence. When challenges arise, staff offer timely support that helps children manage situations effectively and learn from them.

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Behaviour, attitudes and establishing routines Expected standard

The curriculum supports children's social and emotional development well. Children are encouraged to identify their feelings and use simple strategies to manage their emotions. They are becoming more resilient and willing to try new experiences, even when they feel unsure or face a challenge.

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Behaviour, attitudes and establishing routines Expected standard

The daily routine is structured to support learning effectively. Stories, songs and purposeful activities offered indoors throughout the day help children maintain interest and engage for sustained periods. As a result, they are developing concentration, self-control and the skills needed for the next stage in their learning.

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Behaviour, attitudes and establishing routines Expected standard

The setting works closely with families to promote regular attendance and punctuality. Staff remain alert to any signs that may indicate a concern and take appropriate action to promote the safety and welfare of all children.

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Children's welfare and wellbeing Expected standard

Children's welfare and wellbeing are promoted well throughout the setting. Warm, trusting relationships are established between children and staff, helping children feel safe, secure and ready to engage in the day. Staff know children as individuals and take account of their personalities, interests and specific needs. This secure emotional foundation supports children to separate calmly from their parents and settle with confidence. Throughout the day, children approach routines positively and seek comfort, reassurance or support from familiar adults when needed. The youngest babies are supported by staff that know them and their individual needs well. They are closely supervised during sleep times and treated with care and respect during nappy changes. Staff sing to them and use these daily routines to further nurture the key-person relationship.

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Children's welfare and wellbeing Expected standard

Staff have a clear understanding of children's health, education and care plans. Leaders and those with designated responsibilities are well informed about changes to children's circumstances and additional needs. Effective systems are in place to gather, review and update key information, including dietary needs, allergies and medical plans. Children remain safe because staff follow these procedures consistently. Snack and mealtimes are managed safely.

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Children's welfare and wellbeing Expected standard

Children's emotional development is supported well. Staff help children recognise and express their feelings and use simple coping strategies when they feel unsure or anxious. Everyday discussions are used to build emotional understanding and resilience. Children also develop self-care skills, including handwashing, staying hydrated and helping to maintain their environment.

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Inclusion Expected standard

Leaders and staff create a warm, welcoming environment where children feel included and valued. Staff make appropriate adaptations for children with special educational needs and/or disabilities and those children with emerging gaps in learning. They support children to understand their feelings, manage their behaviour and build positive relationships, which helps all children develop positive attitudes to learning.

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Inclusion Expected standard

Leaders support staff to reflect on what they know about each child. When children need extra help, staff write individual plans and involve external professionals where necessary. Staff provide one-to-one support for some children in receipt of additional funding, using focused interaction to build communication skills, encourage sharing and turn-taking and help children manage transitions.

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Inclusion Expected standard

Staff listen to children's choices and respect their interests. In general, they understand each child's preferred ways of playing, which helps children feel confident, settled and ready to participate in routines. When staff notice that children favour particular resources, they adapt activities so they can introduce new learning through those interests. This ensures that all children access a broad, balanced range of experiences and stay engaged in the provision.

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Leadership and governance Expected standard

There have been recent changes to the leadership and management team. These are already having a positive impact on the provision, including staff wellbeing and workload. Leaders have strengthened induction, training and development, and introduced systems to monitor the impact of new knowledge on children's outcomes. However, systems to identify and meet all staff's individual development needs are not yet fully embedded. Leaders do not consistently review staff strengths and areas for development. As a result, not all staff are fully equipped to plan effectively for children's learning, particularly those who are disadvantaged, known (or previously known) to children's social care, or who face additional barriers.

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Leadership and governance Expected standard

All staff have received supervision from the leadership and management team, and room meetings take place to develop action plans to improve practice. This includes a focus on the outdoor learning environment, which for some children is not as considered and engaging as the indoor environment. This is particularly the case for 2- and 3-year-old toddlers.

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Needs attention

The leadership team is reflective and committed to continuous improvement. They have strengthened systems to ensure that records relating to complaints, staff suitability and training are well maintained and readily available. Organisation and oversight have improved. Building positive partnerships with parents has been a key focus of the leadership team. Feedback from parents and staff reflects the pace and impact of improvements. Leaders have prioritised the curriculum and teaching for children with special educational needs and/or disabilities and for those in pre-school preparing for school. They are clear about the next steps needed to further improve outcomes for all children.

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Achievement Needs attention

Some groups of children, including those known (or previously known) to children's social care and those facing additional barriers, do not make the progress they could. This is due to weaknesses in curriculum planning, assessment and the teaching of some staff. For some children, next steps are not specific or closely matched to what they already know and can do. Other children are progressing well from their starting points. The very youngest babies are supported to become independently mobile, taking their first steps, crawling through tunnels and learning the words to familiar songs and rhymes.

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Achievement Needs attention

Toddlers are learning to listen and follow simple instructions. They are beginning to manage their own needs, such as putting on their coats and recognising when they need to use the toilet. They enjoy riding balance bikes, demonstrating good coordination and muscle control. They are developing the vocabulary and confidence to ask for help when they need it. Older children are gaining a deeper understanding across all areas of learning, including mathematics. They are adding and subtracting numbers up to 5 and matching numbers to quantities.

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Curriculum and teaching Needs attention

Leaders have begun to identify areas for improvement in the curriculum. However, this work is recent. While actions are appropriate, they are not yet improving quality and consistency across the setting, particularly for disadvantaged children, those known (or previously known) to children's social care, and those facing other barriers to learning or wellbeing.

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Curriculum and teaching Needs attention

Leaders provide clear, effective support to help staff adapt and implement the curriculum so it is inclusive for children with special educational needs and/or disabilities. They are also developing staff knowledge to better assess communication and language for children who speak English as an additional language.

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Curriculum and teaching Needs attention

Typically, staff use interactions with children to help them develop their communication and language, including through stories and rhyme time. However, inconsistency in staff's understanding of child development impacts how appropriate these interactions are for the ages of children. For example, those working with older babies and toddlers sing complex rhymes and read lengthy stories that are difficult for young children to follow and remain engaged with for long periods of time. Although staff regularly observe and assess children's progress, this is not always comprehensive and fails to identify next steps for children's learning. This includes the progress check for children between the ages of 2 and 3. As such, staff and those supporting children within the setting are not provided with guidance on how to plan for their continued progress. Children enjoy their time at the setting, however not all staff plan

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Curriculum and teaching Needs attention

purposeful experiences to continually support them to develop skills and knowledge over time.

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

Weaknesses in curriculum planning, staff knowledge of child development and the quality of some teaching limit the progress of some groups, including disadvantaged children and those known to children's social care. Observations and assessments are not always detailed enough to identify precise next steps, and some activities are not well matched to children's developmental levels. Overall, children enjoy their time at the setting, but improvements in curriculum and teaching are needed to ensure that all children achieve as well as they could.

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

Children experience a warm and welcoming environment where they feel included, valued and well cared for. Staff form positive relationships with children and respond thoughtfully to their needs, helping them feel safe and confident. Children settle quickly into routines because staff know them well and offer reassurance when needed. The youngest babies benefit from nurturing care, with staff using everyday routines such as feeding, nappy changing and rest times to strengthen attachments.

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

Children behave well and get along with one another. Staff help them understand their feelings, manage their behaviour and develop friendships. Children show increasing independence, move confidently around the setting and understand what is expected of them. They enjoy choosing activities, and staff take account of their interests, adapting resources so children remain engaged and feel successful in their play.

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

Staff support children with special educational needs and/or disabilities effectively and put plans in place when children require additional help. Some children receive one-to-one support to develop communication, learn to share and manage transitions. Staff also work with external professionals when needed, ensuring that children's individual needs are understood.

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

Children make progress from their starting points, and many are developing important skills. Babies are becoming mobile and beginning to use early language. Toddlers follow instructions, ride balance bikes with coordination and start to manage their personal needs. Older children extend their understanding of early mathematics, matching quantities and working with numbers to 5.

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

The setting works closely with families to promote regular attendance and punctuality. Staff remain alert to any signs that may indicate families would benefit from additional support.

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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:

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Action Completion Date

ensure that the curriculum planned is ambitious for all children 24/04/2026

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Action Completion Date

ensure that assessments, including the progress check for 2- to 3-year-olds, are completed regularly and used by staff to inform planning 24/04/2026

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Action Completion Date

target staff training and development more precisely to improve the quality of teaching across the nursery and ensure that all staff effectively deliver the curriculum intended 24/04/2026

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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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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 as a result of a risk assessment, following information we received about the provider. The provider will be able to give parents further information about this.

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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. This data is from 4 March 2026

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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

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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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