Busy Bees at West Byfleet

Busy Bees at West Byfleet

Unique reference number (URN): EY460544 Address: West Hall, Parvis Road, WEST BYFLEET, Surrey, KT14 6EY Type: Childcare on non-domestic premises Registered with Ofsted: 12/03/2013 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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Achievement Expected standard

All children make progress from their starting points, including children with special educational needs and/or disabilities. Babies are constantly exposed to conversation and singing, and toddlers experiment with new vocabulary. For example, they listen to staff talking about the 'snapping' sound that twigs make when they are broken, and use words such as 'fluffy' to describe what a dandelion feels like. Older children are becoming confident communicators as they engage in discussions with adults and their peers. In addition, children who speak English as an additional language become skilled in their bilingualism and they continue to benefit from hearing their home languages, as staff use voice machines to play back phrases in the other languages they use.

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Achievement Expected standard

Children are supported well in their transitions to new rooms and are well prepared for school. They are confident, sociable and independent. Older children show great imagination as they re-enact favourite stories, and show care and concern for their peers.

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Behaviour, attitudes and establishing routines Expected standard

Leaders monitor children's attendance carefully and promote a high level of engagement with the setting by highlighting to families the fun activities that children take part in. For example, these include visiting the local care home and enjoying visits from the fire service. Routines are becoming increasingly well embedded, such as self-serving food at mealtimes. Although this sometimes results in some waiting, children show they can manage this patiently. Children enjoy being 'helpers'. For instance, they help staff to clean and set the tables before lunch.

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Behaviour, attitudes and establishing routines Expected standard

Children of all ages have positive and secure attachments with their key persons. They behave well and demonstrate positive attitudes to learning. Staff provide a calm, purposeful and harmonious environment, which encourages children to stay engaged in activities and show curiosity. Children are keen to share their achievements and invite visitors into their play.

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Behaviour, attitudes and establishing routines Expected standard

Staff recognise the importance of developing children's personal and social skills. They help children to understand and regulate their emotions, and promote kindness and respect. Children reflect this in their interactions with each other. For instance, older babies help their friends to go down the slide. Preschool children thoroughly enjoy games outside, such as 'What's the time Mr Bear.' They collaborate with each other in taking turns to be the bear so that everyone is included.

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Children's welfare and wellbeing Expected standard

Leaders and staff create a safe, welcoming setting for all children. There is a lovely calm environment in each of the baby rooms, with a stable-staff team that helps the youngest children to feel secure. Staff are gentle, caring and provide lots of reassurance. They implement sleeping and feeding routines that support babies' individual needs. Staff focus well on supporting children to navigate any changes in their home lives, which may cause periods of uncertainty. For example, many children are experiencing new siblings coming into their lives, so staff help them to understand what babies need and how they can be cared for. Staff support children to recognise, express, and manage their emotions, and staff provide consistent praise. For instance, as preschool children practise their graduation song, staff clap and say 'well done'.

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Children's welfare and wellbeing Expected standard

Children learn about healthy lifestyles, as they help to clean the tables before they eat and enjoy nutritious meals. They understand the importance of routines, such as handwashing. Children of all ages have many opportunities for physical activity. Babies have opportunities to crawl through tunnels and climb up steps. There is plenty of space outside for children to run and test their skills on wheeled toys.

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Curriculum and teaching Expected standard

Staff's support for children's communication and language development is well planned overall. Staff constantly chat to the children and show interest in their thoughts and ideas. For example, when toddlers indicate that they are making pretend birthday cakes with sand, staff encourage children to think about what ingredients they need to make a real cake. Staff show genuine delight when children then sing 'happy birthday'. In general, early mathematics is weaved well into children's play. For example, staff count the number of steps children climb, children copy 'one, two, three'. Staff introduce positional language to older babies, such as 'up', 'down' and 'through'. Preschool children count the number of chairs at lunchtime and use this to work out how many knives and forks they need. However, on occasion, staff do not consistently make the most of their interactions with children to extend children's learning. For example, when asking children about different-

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Curriculum and teaching Expected standard

coloured objects, some staff then answer for them. Furthermore, when children cannot make sandcastles because the sand is too dry, staff do not encourage or support them to think about what they could do.

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Curriculum and teaching Expected standard

Staff use assessment appropriately to identify children's needs and inform their planning. They provide close support for children with special educational needs and/or disabilities, and enable them to have focused learning and development opportunities. Leaders have a generally sound oversight of the curriculum. For example, they have identified that the educational provision outdoors could be further developed. Children have lots of opportunities to develop their physical skills outside, including babies. However, staff do not plan for the outdoor learning environment as well as they do for the inside environment. Not all areas of learning are effectively promoted outside, including for those children who prefer to learn outdoors.

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Inclusion Expected standard

Children benefit from a management team, that promotes an inclusive culture, and a clear approach towards identifying children who need additional support. They ensure that staff identify children's needs quickly through baseline assessments when children first start, observations and close partnerships with parents and carers. Staff attend additional training in order to develop their knowledge of certain special educational needs and/or disabilities (SEND) and work closely with external agencies and professionals. For example, the partnership work with other professionals, and this has enabled staff to provide greater support for children with SEND, who struggle with their communication. The use of picture communication systems and simple sign language has enabled non-verbal children to express their needs and communicate in different ways. Staff effectively share their strategies with parents who can then implement these at home.

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Inclusion Expected standard

Children with SEND and others who have barriers to their learning are fully included in the setting. Staff are very kind and caring. However, at times, staff are unclear on how best to support children with SEND, as they have not fully considered how to respond to situations that arise. For example, this includes managing mealtimes for those who struggle to sit for the duration of the session.

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Inclusion Expected standard

Leaders and staff make effective use of additional funding, such as early years pupil premium. Funding is used well to support children's individual next steps in learning and their interests. For example, staff have sourced new role-play equipment for older babies to develop their imaginative skills.

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Leadership and governance Expected standard

Leaders have worked hard to make positive changes since the last inspection. Managers are working well together to tackle the areas identified for improvement. There has been a positive change in staffing, with less movement between rooms and a more stable key- person system. The quality of teaching is improving, especially staff's modelling of language. Staff's questioning techniques are developing overall, but their interactions could benefit from more focused work so that they make the most of opportunities to extend children's learning.

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Leadership and governance Expected standard

Staff comment on their positive wellbeing and the support they receive from the management team. They have regular opportunities for training that are relevant to their work. For example, staff who work with babies have specific training on caring for this more- vulnerable age group. Staff who work with children with special educational needs and/or disabilities, and children who speak English as an additional language, also attend focused training, which helps them to better support children's needs.

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Leadership and governance Expected standard

Parents comment positively on the care and learning provided by the staff. They say that their children walk through the door each morning with complete confidence and happiness. They feel that their children's language and vocabulary has improved greatly, and comment that their children love talking about the adults who care for them, showing how important they are to them.

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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 benefit from a reflective management team who have made a number of improvements since the last inspection. As a result, all children, especially babies, are more settled and happy. Children who are less confident around visitors show strong bonds with their key persons, who make them feel safe. Staff respond sensitively to children's needs, supporting them to explore confidently while remaining emotionally secure. Children who are more confident approach visitors with ease, to show them what they are interested in or involve them in their play. There are high expectations for children's behaviour and attitudes

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Inspector:

Nicky Hill to learning. Children of all ages are supported to understand and manage their feelings and behaviours. They show kindness and follow the routines. Newly introduced routines, such as self-serving food at mealtimes to help further build children's independence skills, have been quickly embraced by the older children.

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Inspector:

Children are well supported to develop the personal and social skills needed to play, learn cooperatively and build friendships. They engage enthusiastically in their play and learning and are progressing well overall. This includes children with barriers to their learning and those with special educational needs and/or disabilities. Children benefit from a carefully sequenced curriculum that builds their knowledge and skills over time. For example, younger babies play with sponges and also play dough to help develop the muscles in their hands. Older babies and toddlers build on their gross motor skills, such as climbing and going down the slide. Preschoolers move on to riding wheeled toys outside with ease, and learn how to use a bat and ball.

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Inspector:

Effective partnership working with parents and other agencies ensures that children receive the support they need. Inclusion is well considered, and children's good attendance is promoted. This helps to prepare children for their eventual move on to school.

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Next steps

Leaders should review strategies for supporting children with specific special educational needs and/or disabilities, so that staff can respond more effectively in the moment, to situations that arise. Leaders should support staff to develop the curriculum for the outdoor area to provide more varied and targeted learning experiences for children. Leaders should continue to support staff in refining their interactions with children so that they make the most of opportunities to extend children's learning.

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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 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:

West Hall Parvis Road WEST BYFLEET Surrey KT14 6EY

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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 : 07:45 - 18:15

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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

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Urgent improvement

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Urgent improvement

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