Busy as Bees Nursery and Preschool

Busy as Bees Nursery and Preschool

Unique reference number (URN): 2755805 Address: 56-58 Shepherd Street, Northfleet, Gravesend, DA11 9PT Type: Childcare on non-domestic premises Registered with Ofsted: 05/10/2023 Registers: EYR, CCR Registered person: Busy as Bees Nursery 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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Behaviour, attitudes and establishing routines Expected standard

Staff think about daily routines so that children can experience the full curriculum on offer. Planning considers children who have part-time attendance patterns. For example, every session starts with a welcome time so that children do not miss out on key learning. Teaching is repeated so all children have time to practise new skills. Staff follow up with parents when children are absent and promote good punctuality and attendance.

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Behaviour, attitudes and establishing routines Expected standard

Staff build effective relationships with children, and they are positive role models. There are high expectations for children's behaviour that are appropriate for their age. For example, they encourage children to share and take their turn. Children show friendly behaviour. When a child becomes upset, other children show great concern. They help to find a lost toy and check that the child is happy. Out in the garden, staff remind children that they must not push on the slide and wait their turn climbing up the stairs. This helps children to manage their own personal safety well. Most children show positive attitudes to their learning. They show perseverance as they practise their scissor skills and writing their name.

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Children's welfare and wellbeing Expected standard

The friendly staff team builds responsive relationships with children. Staff offer children comfort and reassurance when they need it. For example, children sit with staff to listen to stories and receive cuddles when they are upset. The key-person system works well, and settling-in sessions are tailored to the needs of each family. This helps children to establish secure bonds with staff and to feel safe in their care.

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Children's welfare and wellbeing Expected standard

Children have their own pegs for their personal belongings, which makes them feel a sense of belonging. Care practices are effective. Staff are respectful. They use picture cards to remind children when they need to use the toilet and ask to change their nappy. This supports children who have limited language or speak English as an additional language. Mealtimes are social occasions when staff sit with the children and have conversations. Staff share information with parents so that the food they provide is healthy and nutritious. Staff teach children how to keep themselves safe. For example, they remind them how to use the trikes safely and climb up the ladder one at a time. Children develop good hygiene habits. They wash their hands before eating and put the tissues that they have used to blow their noses in the bin.

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Curriculum and teaching Expected standard

Leaders design a curriculum that is typically planned well to help children learn skills that they need across all areas of learning. Staff sequence learning goals across age groups so that children build skills step by step. They hold regular meetings to share their observations of children so they can plan around their interests and what they need to learn next. Planning takes account of different celebrations of the children who attend. However, they do not always extend this to celebrations of different cultures in their community. There is a focus on children's personal, social and emotional development as staff name emotions and

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Needs attention

talk about how they feel. Physical development is a clear priority as children proudly show off their gymnastics skills.

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Needs attention

Most children develop well in their communication and language skills. Staff interactions are positive and encourage conversations as they introduce new language. For example, when making cakes, staff use mathematical language such as 'less' and 'more'. They expose children to numbers from an early age as they encourage them to count how many scoops of ingredients they need. Staff make some adaptations for children who speak English as an additional language. For example, they use picture cards and routine boards to support communication. However, staff do not use all strategies available for them, and this means that these children do not learn the English language as quickly as they could.

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Leadership and governance Expected standard

Leaders know staff well and have a clear understanding of individual strengths and areas for development. Staff feed back that they are very happy working in the setting. Leaders take their wellbeing into consideration. For example, they are redeveloping the staff room so they have a relaxing place to take breaks. Leaders reflect on how to improve the setting. They are training staff on how to use online systems to reduce workloads and paperwork. Supervisions are effective. Conversations focus on professional development, and they are encouraged to gain relevant early years qualifications. This makes staff feel valued and grow in confidence and raises standards in teaching.

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Leadership and governance Expected standard

Leaders recognise when weaknesses are identified. They are keen to rectify weaknesses and raise standards across the setting. Leaders promote staff to make changes that have a positive impact on children. For example, they have introduced the use of 'now' and 'next' boards to help children who have barriers to their learning. Staff take pride in the contributions they make, and they work well together as a team. Parents also speak positively about the staff and the care that they receive. They say staff are 'kind', 'attentive' and 'approachable'. They feel that their children are in safe and capable hands.

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Achievement Needs attention

Some children who have barriers to their learning do not make quick enough progress. This is because staff do not have enough information about their individual needs to support their learning. This means that sometimes children's development does not progress quickly enough. For example, when children speak English as an additional language, staff do not consistently use effective strategies to enable them to develop their communication and language skills.

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Achievement Needs attention

Generally, children achieve the skills needed to start school. They learn to be independent and do things for themselves. Children are happy and sociable and develop well in their physical development. They focus on developing their dexterity and small physical skills. Most children are confident communicators. They hold conversations and can communicate their needs. Children listen to stories, sing songs and enjoy doing the actions in action songs.

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Inclusion Needs attention

There is not enough focus on finding out about children's families, home lives or personal circumstances. This means that staff are not always best placed to support children who have barriers to their learning. While some strategies are used to support children's development, because staff have limited information, they cannot provide targeted interventions to meet the needs of all children in their care.

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Inclusion Needs attention

Leaders aim for the setting to be inclusive for all children. Families can access flexible sessions to meet their needs. Staff make timely referrals to professionals, such as early help. This makes sure that relevant specialists are involved in children's care.

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Inclusion Needs attention

Leaders have systems in place to monitor children's progress. This helps them to identify how additional funding that they receive can be used to support children's development. For example, they have enhanced the outside space with an all-weather canopy. This means that children who do not have access to a garden can play outside in all weathers. This helps children to develop well in their physical skills as they climb, slide and use ride-on trikes. Children learn about the benefits of being active.

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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

Children arrive happy at the pre-school and are greeted by the friendly staff team. They settle and separate from their parents with ease and find their hook to hang up their personal items. Every session starts with a whole-setting welcome time. Children come together to sit down and talk about what activities they will be doing. They listen to a story and eagerly count the number of fruit they can see in the book. Children choose what song they would like to sing and are enthusiastic as they join in the actions to the songs. This helps children feel a sense of belonging and settle for their day. Children have formed close relationships with staff. They seek them out when they need reassurance or a cuddle. Children feel safe and secure in the environment.

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

Leaders adopt a curriculum where children can develop across the areas of learning. Most of the time, staff plan around children's individual needs and ensure their interests are met. Children spend prolonged periods outside in the well-equipped garden. Leaders have thought hard about how best to use the space so that children can access fresh air every day. They involve sensory activities that promote mathematical language of size, weight and capacity. Children receive lots of praise as they try hard, persevere with tasks or show kind behaviour. They are proud of their achievements and are excited to show off their latest piece of artwork.

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

Although there are weaknesses in parts of the provision, most children make progress so that they are ready for school. Leaders recognise when children have barriers to their learning. They make referrals for professional support. However, the systems for ongoing support for children are not consistent. This means that staff are not always aware of the best strategies to support children's learning and development.

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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

implement arrangements to clearly identify information about children's families, home lives and personal circumstances to be able to support children who may face barriers to their learning and wellbeing 23/06/2026

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Action Completion Date

ensure effective and consistent strategies are implemented to enable children to progress in their language development, especially for children who speak English as an additional language. 23/06/2026

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Address:

56-58 Shepherd Street, Northfleet Gravesend DA11 9PT

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Busy as Bees Nursery Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 - 16:00

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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, practitioners, the special educational needs coordinator, children and parents 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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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

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

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