Busy Bees Day Nursery at Tunbridge Wells

Busy Bees Day Nursery at Tunbridge Wells

Unique reference number (URN): EY428303 Address: Silverdale Road, Tunbridge Wells, Kent, TN4 9HU Type: Childcare on non-domestic premises Registered with Ofsted: 19/07/2011 Registers: EYR 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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Children's welfare and wellbeing Expected standard

Staff show care and consideration for children and support their wellbeing appropriately. Children form positive attachments with staff. For example, babies who need support go to staff. They are greeted with kindness and a cuddle, and staff continue the support by sharing stories.

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Children's welfare and wellbeing Expected standard

Children move freely around rooms and choose toys to play with that spark their interest. This shows that they are confident, comfortable and they develop a sense of belonging. Children benefit from healthy cooked meals, and allergies are well considered and supported by staff. Children understand the routines and show confident independence skills. For example, they listen well to staff and line up ready to prepare for lunch. Toddlers work hard to serve their own food and drinks. Babies enjoy the opportunity to gain some independence and use the sink to wash their hands. Appropriate consideration is given to babies' individual weaning stages, and adaptations are made where needed.

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Children's welfare and wellbeing Expected standard

Staff teach children about the importance of sun safety before using the garden. Children confidently share their knowledge on the importance of wearing sun cream and to drink water to keep hydrated in the warm weather. This helps children to gain an understanding of how to manage their own safety.

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Achievement Needs attention

Due to the inconsistencies in the curriculum and children's learning experiences, particularly for those with special educational needs and barriers to achievement and wellbeing, there is some impact on the children's achievements. This is because, at times the support they receive varies and the barriers to achievements are not removed quickly enough for all children.

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Achievement Needs attention

Older children show a range of skills that they have developed during their time at nursery. For instance, some pre-school children are highly confident and talkative. They introduce themselves and initiate conversation. They enthusiastically talk about their knowledge of bugs. Toddlers show increased concentration in group times as they learn new words, and babies demonstrate their understanding of words during songs. This supports children's communication and language development.

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Achievement Needs attention

Children develop some skills to help with the readiness for their next stage of learning at school. For example, children learn to take turns and play well with each other.

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Behaviour, attitudes and establishing routines Needs attention

The areas for development in curriculum and teaching and inclusion, at times impact on some children's engagement and attitudes to learning. At times, the curriculum planning does not fully support children's learning, which does not fully support their engagement in play.

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Behaviour, attitudes and establishing routines Needs attention

Leaders' approach to supporting children's behaviour is inclusive for all children. Children develop close friendships and play well together. They learn how to negotiate and work together to set up group games. For example, pre-school-age children choose to play 'What's the time Mr Wolf?'. They organise their roles and discuss the type of wolf they would like to be before starting the game. They hugely enjoy the interactions with each other and demonstrate their knowledge of counting.

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Behaviour, attitudes and establishing routines Needs attention

Routines are consistent and known by children. Staff manage the routines well, such as moving to busy mealtimes and going out into the garden. This supports children well.

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Behaviour, attitudes and establishing routines Needs attention

Leaders have suitable processes in place to monitor attendance. Parents are contacted in a timely manner to follow up on information about any absences. This helps children to make the most of their time at nursery.

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Curriculum and teaching Needs attention

The quality of the curriculum and teaching on offer varies across the nursery. Leaders have an understanding of the curriculum that they would like children to experience. However, this is not fully embedded in practice. At times, the curriculum intention is not fully aligned to children's ages and stages of development in each room. This means that there is not always a clear sequenced curriculum in all areas of learning to fully support children's progress.

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Curriculum and teaching Needs attention

Children's experiences vary across the nursery. At times, staff create activities that highly engage children and develop their skills. For example, younger children learn names of animals and the sounds that they make. They take great delight as they stomp around like a hippopotamus and practise hissing like snakes. This helps to develop their imagination alongside their communication skills. However, at other times interactions from staff leave children for long periods of time with little input. This means that children are not consistently supported to develop their skills.

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Curriculum and teaching Needs attention

Despite the variation in children's learning experiences, children do develop skills at nursery. Children access outside play and learning opportunities. For example, toddler and pre- school-age children enjoy climbing and jumping on an obstacle course to practise their physical skills.

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Inclusion Needs attention

Children with special educational needs and/or disabilities and those with barriers to achievement or wellbeing, such as children who learn English as an additional language, do not have enough consistent support for their individual needs. Leaders positively welcome all children and aim to provide a fully inclusive environment. They work with staff who know what it is that children need and have agreed support plans in place. Children do make some progress. However, the implementation of the plans is not consistent. Consequently, some barriers to children's achievement remain.

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Inclusion Needs attention

Additional funding has been well considered and used appropriately to benefit children. For example, leaders have identified that a number of children need increased support for their communication and language. They have created a library with a depth and breadth of books to ignite children's interest and increase engagement. Children animatedly take part in story sessions lead by staff. However, staff show less confidence throughout the day to continue to build on children's skills.

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Inclusion Needs attention

Leaders work well with parents to have ongoing discussions about the needs of children. Information is gained about other professionals involved in the children's lives and used to inform staff in the nursery.

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Leadership and governance Needs attention

Leaders are generally aware of the areas that need further development within the setting. They were responsive to ongoing feedback during the inspection and swiftly tackled areas that were brought to their attention. However, the processes for how leaders monitor staff practice to ensure that they fulfil their roles and responsibilities in all areas are less well developed. This means that leaders do not always have a clear overview of all areas for improvement.

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Leadership and governance Needs attention

There has been a recent redeployment of staff to different rooms across the nursery. As a result, some teams are still embedding their working practices together. Staff positively share the support that they receive from leaders and each other. They have a company training package to help them develop specific skills for the ages of children they work with. This includes guidance on choking and safeguarding training. Staff feel confident to respond to these events appropriately should the need arise.

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Leadership and governance Needs attention

Parents share positive feedback about their children's time at nursery. For example, they particularly like the information and photos shared with them via an online platform. Leaders have suitable working relationships with other professionals.

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

Children's experiences at nursery vary. For children with special educational needs and/or disabilities and those with barriers to achievement or wellbeing, such as children who learn English as an additional language, there are some inconsistencies in the support they receive. Their needs are identified quickly but the implementation of the support day to day is less so. This means that children do not fully benefit from the plans in place.

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

The curriculum across the nursery is inconsistent. At times, it is not sequenced well enough to ensure that it meets the ages and stages of development of all children. In addition, there are variations in teaching that mean that there are times when children are less engaged in learning than other times. There are some learning opportunities that children enjoy and are of benefit to them. For example, children explore sensory materials using dinosaurs to stomp in the grass and slime. They count how many dinosaurs that they can see and share with their friends. Children practise their mark-making skills by drawing around different shapes. They use a range of tools to build their finger strength. This supports early literacy as they start to draw and recognise letters from their name.

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

Children show they are independent, which is managed well by staff through routines, such as mealtimes. Children enjoy their time playing in the company of others and staff. Overall, they show that they are settled and secure. Children have opportunities to take part in small- group games in the garden, which encourages children to cooperate, listen to instructions and wait their turn. Children chase their friends and receive lots of praise from staff. Babies enjoy exploring their emerging physical skills outside and dance and join with actions as staff sing.

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Next steps

To meet the requirements of the Early years foundation stage the provider must take the following actions by the assigned date:

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Action Completion Date

ensure that staff implement agreed strategies to support children with special educational needs and/or disabilities in order to more consistently implement them in the setting to reduce and remove barriers to achievement 28/07/2026

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Action Completion Date

review the curriculum to ensure that it is suitably planned and sequenced to meet the needs of each age group of children to support their overall development 28/07/2026

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Address:

Silverdale Road Tunbridge Wells Kent TN4 9HU

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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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Action Completion Date

implement effective strategies to monitor staff practice to ensure that roles and responsibilities are suitably fulfilled and gain a clear understanding of the quality of practice within the setting in order to help drive improvement 28/07/2026

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About this inspection

The inspectors spoke with leaders, practitioners, the special educational needs coordinator 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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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. Register(s): EYR

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:30

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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

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

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