Busy Bees Day Nursery at Camberley

Busy Bees Day Nursery at Camberley

Unique reference number (URN): EY424426 Address: Park House East, Heathcote Road, CAMBERLEY, Surrey, GU15 2EU Type: Childcare on non-domestic premises Registered with Ofsted: 13/05/2011 Registers: EYR, CCR Registered person: Busy Bees Nurseries Limited

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Safeguarding standards not met

Leaders do not ensure that there is an open and positive culture around safeguarding that adequately protects children from harm. Leaders do not follow their own safeguarding procedures when concerns about children's safety and wellbeing are raised. The designated safeguarding leads do not act quickly enough to address multiple concerns. They do not make timely notifications to relevant agencies. This leaves children at risk of harm and does not provide support and assistance to parents and carers when needed.

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Safeguarding standards not met

Leaders do not ensure that safeguarding policies and practices are clearly understood and followed by all staff. Leaders and staff do not follow whistleblowing processes. Although staff raise concerns to leaders when they arise, leaders do not act on this or take this seriously. This results in a closed safeguarding culture, where children's safety is not prioritised.

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Safeguarding standards not met

Leaders and staff do not know the children well and this means that children who are known or previously known to social care go unidentified. As a result, leaders and staff do not ensure that these children have the support they need and minimises the opportunities to work with multi-professionals who may be involved in a child's life. This does not ensure children's safety and wellbeing.

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Safeguarding standards not met

Leaders' lack of safeguarding management, knowledge and closed culture significantly affect the nursery's ability to provide a safe and caring environment for children.

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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 Urgent improvement

Children do not experience a broad and balanced curriculum. They are left for long periods without encouragement to engage in purposeful activities. Children's needs are not met, understood or supported. As a result, they do not make progress across all areas of learning. This also affects their ability to feel safe, secure and ready to learn.

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Achievement Urgent improvement

Children who are disadvantaged, those with special educational needs and/or disabilities, and those who speak English as an additional language, do not make secure progress. They do not have appropriate plans in place to help them reach their next developmental milestones. Furthermore, children do not experience a language-rich environment that supports the development of their speaking and listening skills. They have limited opportunities to hear and use new vocabulary in meaningful contexts. As a result, they do not secure a firm foundation for their next stage of learning, including school. Children choose from the activities on offer, such as finding letters in sand or pretending to cook dinner in the role-play area. However, some children lack the confidence to join in when their more confident peers are present. This leads to some children choosing to play alone with little interaction. Some children have the physical skills they need and are

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Achievement Urgent improvement

encouraged to use them. For example, young babies reach and bang toys while lying down and older babies confidently crawl and toddle around exploring sand and utensils.

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Behaviour, attitudes and establishing routines Urgent improvement

Staff do not support children, including those with special educational needs and/or disabilities (SEND), to engage in daily routines. During group times and transitions, children with SEND are often seen wandering around the room. Staff do not encourage them to join in or help them follow the routines of the day. They do not support children to understand what is happening next. For example, staff do not ensure that children who need support with hearing are aware when it is time to sleep. As a result, children become dysregulated and confused. Staff do not help children develop a positive attitude towards their play and learning.

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Behaviour, attitudes and establishing routines Urgent improvement

Staff do not consistently support children to develop positive relationships. They are not good role models and do not demonstrate respectful interactions. For example, when staff want children to move from one activity to another, they physically move them without communication or encouragement. This does not help children learn to follow simple instructions, understand routines, or build independence.

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Behaviour, attitudes and establishing routines Urgent improvement

Children are kind, and some work collaboratively and enjoy playing together. For example, older children build structures with wooden blocks, sharing ideas and passing blocks to one another as they work towards a shared goal. They develop positive relationships with their peers. Leaders have systems in place to monitor attendance and follow up any unexplained absences with telephone calls.

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Children's welfare and wellbeing Urgent improvement

Children's welfare and emotional wellbeing are not consistently promoted. Leaders do not ensure that all staff understand and follow safer eating policies and procedures. For example, staff do not ensure that children always remain within sight and hearing while eating. Some staff do not understand why this is essential, and this compromises children's safety.

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Children's welfare and wellbeing Urgent improvement

Leaders do not always recognise when policies and procedures are ineffective or not being implemented. The key-person system does not support children's individual needs when staff are absent. Remaining staff do not know some children well, including those with special educational needs and/or disabilities. They are unaware of these children's next steps and do not provide opportunities to extend their learning. This results in a lack of consistency for children who already face barriers to learning.

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Children's welfare and wellbeing Urgent improvement

Staff are often preoccupied with other tasks and are not deployed effectively to notice when children may need emotional support. For example, staff do not notice when children are upset, leaving them distressed and sat alone in the room. Children with additional needs are not always supported in ways that promote their emotional wellbeing and engagement. For example, staff do not consider pre-warning children who struggle with understanding changes in routine, such as when the lights are turned off at sleep time. This leaves some children confused during transitions.

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Children's welfare and wellbeing Urgent improvement

Staff do not consistently encourage children to recognise and manage their own self-care needs. For example, staff wipe children's faces without any communication, offering no opportunity for children to understand or participate in their own personal hygiene. However, some children do have opportunities to develop independence. For instance, they pour their own drinks and gain confidence in using the toilet independently.

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Curriculum and teaching Urgent improvement

Leaders do not have an accurate understanding of the quality of the curriculum or teaching. They do not ensure that teaching is consistent across the nursery. Staff offer children activities, such as playing with parachutes in the garden, but they have limited knowledge of what children know and how they learn. This leads to little or no interaction from staff, and, as a result, children become bored and disinterested quickly. In addition, staff are unsure how to effectively support children with special educational needs and/or disabilities (SEND), who are delayed in their physical development and report that these children make little or no progress. Overall, children spend long periods in free play with limited purposeful interaction from staff. For instance, some children spend extended periods hanging toys from windows without staff noticing or engaging with them. This does not help children to

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Curriculum and teaching Urgent improvement

build on their existing skills and knowledge.

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Curriculum and teaching Urgent improvement

Leaders and staff do not carry out the required assessments for all children, such as the two-year progress check. Furthermore, they do not have effective systems in place for observing and monitoring children's progress. As a result, staff do not identify gaps in children's development quickly enough. They are unable to offer targeted support to children who need it, including those with SEND, or those who face barriers to learning. Consequently, these children do not receive the support they require and fail to make progress in vital areas, such as communication and language, and physical development.

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Curriculum and teaching Urgent improvement

Leaders and staff do not prioritise children's personal, social and emotional development. Inconsistent staffing arrangements mean that staff do not know children well enough to recognise when they need emotional support. This results in some children sitting quietly in parts of the room looking sad or timid, without anyone noticing. Furthermore, when children do express that they are upset, staff often minimise their feelings by telling them they are 'fine' and offering no further reassurance or comfort. This does not support children's emotional wellbeing.

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Inclusion Urgent improvement

Leaders do not ensure that children with special educational needs and/or disabilities (SEND), and those who face barriers to their learning, receive the support they need to make progress. Although emerging concerns about some children's development are identified, too little is done to address them. Some plans are in place to support some children, but these are ineffective. Staff have not received sufficient training to assess children's development or to plan effectively for individual needs. In addition, leaders do not take account of targets set by key professionals, such as speech and language therapists or teachers of the deaf. For example, although staff recognise that some children would benefit from sign or language programmes, staff are unable to implement these strategies because they do not have the necessary knowledge or skills.

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Inclusion Urgent improvement

Leaders do not ensure that staff get to know children who speak English as an additional language (EAL) well. Staff do not adapt their teaching to help these children develop a secure grasp of English. As a result, groups of children, including those with SEND and EAL, spend long periods disengaged from purposeful learning. They do not make secure progress from their starting points.

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Inclusion Urgent improvement

Leaders do not facilitate consistent sharing of information with parents and other professionals to support children's development and help close gaps in their learning. For example, staff are not aware of whether external assessments have been completed or what strategies have been recommended to support children's development. This means that leaders and staff are unable to support children to reach their next stage in learning.

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Leadership and governance Urgent improvement

Leaders do not identify significant weaknesses across the nursery, resulting in breaches of the 'Statutory framework for the early years foundation stage'. Staffing arrangements do not meet children's needs or ensure their safety. Leaders do not ensure staff follow safer eating guidance or safeguarding procedures. Although staff understand safeguarding issues, they do not follow correct reporting processes and lack confidence that leaders will act appropriately if they raise any concerns. This raises serious concerns about leaders' and staff's ability to keep children safe, particularly those who are disadvantaged. Children's health, safety and wellbeing are compromised.

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Leadership and governance Urgent improvement

Leaders lack the capacity to improve the provision. They have not established an ambitious curriculum or supported staff to build on what children know and can do. Required progress checks at age two are not completed for all children, including those with special educational needs and/or disabilities. This delays planning, target setting and referrals, meaning children do not receive timely support. Leaders have not ensured staff understand the importance of secure attachments, which negatively affects children's mental health and wellbeing.

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Leadership and governance Urgent improvement

Staff do not feel supported by leaders. Beyond mandatory training, professional development and regular supervision is limited and does not focus on improving teaching or interactions. As a result, significant weaknesses in practice go unnoticed, and children are not well prepared for their next stage of learning, including school.

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Leadership and governance Urgent improvement

Partnerships with parents are inconsistent. Although leaders offer parents' evenings, settling-in sessions and online updates, some parents do not know who their child's key person is or how to support children's learning at home. Leaders have not developed effective ways to work with parents who have concerns or raised complaints, leaving some feeling unsupported and unheard. This does not promote a culture of continuous improvement.

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Compulsory Childcare Register requirements

This setting has not 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

Significant weaknesses across the nursery have resulted in several breaches of the 'Statutory framework for the early years foundation stage'. Leaders do not ensure that staff understand safeguarding policies and procedures, and concerns about children are not addressed in a timely manner. In addition, leaders do not ensure that children are adequately supervised during mealtimes, which poses a risk of choking. Leaders also fail to support staff in managing children's behaviour, leading to repeated incidents of children being handled inappropriately. As a result, children's health, safety and wellbeing are compromised.

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

Children do not receive the quality of education they rightly deserve. Staff do not have a secure understanding of how to implement the curriculum, and they are not always clear about what they expect children to learn. Although some staff engage with children through stories or one-to-one activities, this is inconsistent. For example, some children spend long periods at a single activity with minimal interaction from staff. Any progress children make is largely incidental rather than the result of purposeful planning. This is particularly evident for children with special educational needs and/or disabilities, whose needs are neither well understood nor effectively planned for. This lack of understanding means that gaps in children's learning widen and they fail to make secure progress.

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

Children's needs are not met because the key-person system is ineffective. Many children do not experience the high-quality interactions needed to form secure attachments. Children are often left to wander with limited engagement from staff. Poor staff deployment and frequent changes to key persons mean that the adults caring for children do not know their needs or how to support their next steps in development. During parts of the inspection, staff did not respond to children who were crying or visibly upset. At times, interactions with the youngest children were more attentive, and babies received gentle cuddles to reassure them, but this was not consistent across the nursery. Overall, staff lack the skills and expertise needed to support children's emotional wellbeing, leaving children feeling unsettled and unsafe.

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

Staff have limited knowledge of how to support children's language and communication skills. As a result, children do not have frequent opportunities to engage in high-quality conversations that introduce and embed new vocabulary. Children who speak English as an additional language are not fully supported to learn new words and often spend long periods playing alone. Children do not develop a rich or varied vocabulary.

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

Children generally behave well and play alongside their peers at similar activities. For example, older children enjoy making marks and drawing pictures of their families, while younger children enjoy listening to rhymes. However, staff are not positive role models and do not teach children what is expected of them. This inconsistency does not support children to develop positive attitudes towards play and learning.

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Next steps

The provider is not meeting the requirements of the Early years foundation stage and Childcare Register and Ofsted intends to take enforcement action.

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Next steps

We will issue a Welfare Requirements Notice requiring the provider to have taken the following actions by the assigned date:

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Action Completion Date

ensure that any concerns by staff are acted upon and taken seriously by the senior leadership team 26/06/2026

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Action Completion Date

ensure that those with lead responsibility for safeguarding understand and follow safeguarding policies, including making timely referrals by following local reporting procedures 26/06/2026

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Action Completion Date

ensure that all staff receive the support and coaching needed to fulfil their safeguarding responsibilities, including having the confidence to raise any issues immediately 26/06/2026

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Action Completion Date

ensure that staff at all grades and levels, including managers, have the skills and knowledge needed to fulfil the responsibilities of their role 26/06/2026

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Action Completion Date

implement more rigorous monitoring of the quality of provisions to identify and address areas for 26/06/2026

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Action Completion Date

improvement at the earliest opportunity and foster a culture of continuous improvement

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Action Completion Date

implement effective systems for the regular supervision and coaching of staff to ensure that improvements are sustained 26/06/2026

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Action Completion Date

improve key-person systems to build relationships, and effective communication, with parents and carers to tailor the support for individual children, and promote their emotional wellbeing 26/06/2026

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Action Completion Date

ensure that children are always within sight and hearing of staff while they are eating, to reduce the risk of choking 26/06/2026

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Action Completion Date

ensure that behaviour management strategies are consistently appropriate and do not involve unnecessary physical intervention 26/06/2026

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Action Completion Date

implement and closely monitor effective systems to ensure that children with special educational needs and/or disabilities and those who face other barriers to learning, receive the support they need to make the progress they are capable of 26/06/2026

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Action Completion Date

implement effective complaints procedures to ensure that complaints received are investigated and responded to in a timely manner 26/06/2026

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Action Completion Date

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

plan and implement a curriculum that has clear intentions for what children need to learn, including in their communication and language, and ensure staff know and understand this so that they provide effective teaching and improve outcomes for all children 26/06/2026

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Action Completion Date

ensure that staff support children's development and stimulate children's learning, responding to emerging needs through warm, positive interactions 26/06/2026

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Address:

Park House East Heathcote Road CAMBERLEY Surrey GU15 2EU

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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 - 18:30

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Action Completion Date

provide effective support for children who speak English as an additional language to learn and reach a good standard of English 26/06/2026

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Action Completion Date

ensure the progress check at age 2 is completed for all children to support their ongoing development needs 26/06/2026

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About this inspection

The inspectors 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. Local authority: Surrey

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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

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Urgent improvement

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Urgent improvement

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