Busy Bees Day Nursery at Gravesend

Busy Bees Day Nursery at Gravesend

Unique reference number (URN): EY307278 Address: Windsor Road, Gravesend, Kent, DA12 5BW Type: Childcare on non-domestic premises Registered with Ofsted: 24/03/2005 Registers: EYR, CCR, VCR 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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Inclusion Strong standard

Leaders and staff expertly identify the needs of all individual children, including those who have special educational needs and/or disabilities (SEND), disadvantaged children, those children known (or previously known) to children's social care, those facing other barriers to their learning and/or wellbeing and those in receipt of additional funding. Additional funding is used effectively to support children's individual needs. This includes providing them with further resources to support their development.

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Inclusion Strong standard

Staff provide individual teaching. All children are extremely well supported to make progress from their initial starting points and provide individual teaching and learning carefully to support all children, including those with SEND. Staff complete training specifically to meet the needs of children who attend the setting.

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Inclusion Strong standard

Staff and leaders have highly effective links with outside agencies and families. They share and implement ideas and strategies. For example, they use a range of techniques to help children learn about how to communicate and manage their feelings. This includes using sign language and picture prompts. Staff make parents the same picture prompt resources to use at home to provide children with a high level of consistency of care and learning between home and the setting.

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Achievement Expected standard

Children have a clear understanding of all areas of learning in a well-implemented curriculum. Children have all barriers to learning minimised and enjoy their learning from their individualised plans. All children make progress in relation to their starting points, and staff support children to develop skills in all areas of learning. This includes children with special educational needs and/or disabilities and those in receipt of additional funding.

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Achievement Expected standard

Children develop skills to support them for their next stage of learning. For instance, children confidently communicate their needs and are confident to share their ideas using a wide range of vocabulary, such as during role-play activities. Younger children giggle as they take it in turns to try on builders' hats as they 'build', and older children are confident to write down orders at their 'restaurant'.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff are positive role models, and children of all ages and abilities behave well and know what is expected of them. Children are kind, show empathy and understand each other's differing needs. All staff are skilful in swiftly identifying how to support children with special educational needs and/or disabilities. This is evident when staff engage children in smaller, more individual activities instead of larger group experiences, which they potentially find overwhelming.

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Behaviour, attitudes and establishing routines Expected standard

All staff establish positive relationships with children. Even the youngest children are happy and settled. Staff know children's routines and meet their needs well. Children seek out staff for reassurance and enjoy showing them their achievements. Children enjoy the company and playful interactions with staff. For example, younger children laugh excitedly as they play peekaboo games.

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Behaviour, attitudes and establishing routines Expected standard

Staff closely monitor children's attendance and ensure that they follow up any unexplained absences. This enables them to highlight any concerning patterns that may need addressing.

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Behaviour, attitudes and establishing routines Expected standard

Staff teach children about other people outside of their own communities and experiences. This includes other languages, religious beliefs and traditions. Children learn to respect each other regardless of their cultures and backgrounds.

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Children's welfare and wellbeing Expected standard

Children of all ages are settled and confident, including those with special educational needs and/or disabilities (SEND). Staff have successfully created learning environments where children feel safe. Children are happy and are keen to engage in their learning experiences.

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Children's welfare and wellbeing Expected standard

Leaders and staff have ensured that they have embedded an effective key-person system that supports all children to feel secure. Staff plan learning experiences that they know will maintain attention and motivate children to learn. Staff deploy themselves well during activities and during transitions, such as moving between the indoor and outdoor learning environments to ensure that they supervise children well and keep them safe.

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Children's welfare and wellbeing Expected standard

Children talk about the importance of washing away germs during handwashing, and they discuss the benefits of teeth brushing during oral health activities. Staff support children to manage their emotions and feelings in appropriate ways. This includes using picture cards and resources, such as books. Staff fully understand all children's care routines and ensure that they meet their individual needs effectively. This includes swiftly identifying when babies require a sleep.

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Curriculum and teaching Expected standard

Leaders and staff have a comprehensive knowledge of the curriculum they have embedded successfully. Staff know all children well, including what they have achieved since they started and what they are helping children to learn next. The curriculum is precise for individual children and is planned effectively for all learning environments. However, at times, staff do not consistently support children to complete tasks with more independence to strengthen their skills to support their future learning.

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Curriculum and teaching Expected standard

Leaders and staff support all children to develop their communication and vocabulary skills. This includes those with special educational need and/or disabilities (SEND). All staff use effective ways to communicate with children. For example, staff ask older children thought- provoking questions and give them time to think and then respond. They use a wide range of facial expressions, tones of voices and signing with babies, who respond positively to staff. All staff tailor all plans and support to ensure that they meet all the individual needs of children and families, including those with SEND.

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Curriculum and teaching Expected standard

Staff support children to develop their mathematical skills. For example, older children discuss capacity, such as 'full' or 'empty' during water play, and talk about more complicated shapes, such as pentagons, and babies explore shape as they complete simple shape sorter activities. Staff encourage all children to gain confidence in the development of their physical skills. This is demonstrated when children negotiate age-appropriate climbing and balancing equipment confidently and safely.

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Leadership and governance Expected standard

Leaders are evaluative and reflective on practice. They identify areas to develop and celebrate the changes they have made, such as embedding a more consistent curriculum to support all children.

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Leadership and governance Expected standard

Staff keep parents informed, such as routinely sharing children's achievements and next steps in their learning. Parents speak highly about the staff and the setting.

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Leadership and governance Expected standard

Leaders successfully support staff's wellbeing and help ensure that their workload is manageable. Staff have time to complete regular training to keep their knowledge current and build on their skills even further.

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Leadership and governance Expected standard

Leaders and staff have regular meetings and discussions to highlight strengths and areas they can enhance further. Leaders carry out regular observations to monitor the quality of staff's teaching and interactions with children. This helps them to support staff to develop their practice. However, at times, some staff lack confidence in implementing routines, such as mealtimes, to a consistently high standard. Therefore, children are not always fully engaged during these times.

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Leadership and governance Expected standard

There are thorough risk assessments in place that are reviewed to ensure the ongoing safety of children. This includes fire drill safety and the safe administration of medication. Leaders and staff fully understand their roles and responsibilities to ensure that they meet all requirements.

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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

All children, including babies, are confident, settled and engaged in the safe and inviting setting. They are happy to come into the setting. Children benefit from a well-established key-person system that supports children individually. Children and their families are welcomed at the setting, and staff value their contributions, such as communication about their children's day and providing parents with support if needed. Staff support parents to understand the importance of regular attendance. Children are engaged in a wide variety of interesting learning opportunities that staff carefully plan. This includes creating still life art using watercolour paint. Younger children enjoy exploring art in different ways as they explore making patterns with paint using their fingers.

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

Children are provided with resources, and staff plan activities that they know will motivate children to learn, including those with special educational needs and/or disabilities (SEND). For example, staff adapt activities, such as providing fidget toys, for children who require additional support to sit with their friends and focus.

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

All children, including those with SEND, make progress in relation to their starting points and develop new skills to support their future learning. For example, older children talk about more complicated shapes, such as hexagons. Babies are excited to listen to music and enjoy number songs.

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

All children behave well and fully understand the expectations of their behaviour. Children follow the rules, help tidy up during changes in routine and are keen to help each other. They kindly remind each other of the rules. Children play well together and enjoy each other's company.

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

All children are supported to feel that they can achieve, including those with SEND. For example, staff evaluate activities and simplify them and provide individual support where beneficial. Children engage in all areas of learning and ensure that learning is individualised and focused.

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Next steps

Leaders should ensure that all children consistently have opportunities to build on what they can do with more independence. Leaders need to support some staff to develop confidence in implementing routines, such as mealtimes, to a consistently high standard.

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About this inspection

The inspector spoke with leaders, practitioners, the special educational needs 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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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 : 07:00 - 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

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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