Busy Bodies Childcare Ltd

Busy Bodies Childcare Ltd

Unique reference number (URN): 2881426 Address: Charnwood School Of Dance Ltd, Wharncliffe Road, Loughborough, LE11 1SN Type: Childcare on non-domestic premises Registered with Ofsted: 18/01/2026 Registers: EYR, CCR, VCR Registered person: Busy Bodies Childcare 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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Behaviour, attitudes and establishing routines Strong standard

Leaders promote their vision of kindness, empathy and respect for others as key features of the nursery. Staff are positive role models with high expectations of children's behaviour. They praise children for their efforts and encourage them to persevere. They ask children to carry out tasks to help their friends, such as cutting up apples, strawberries and bananas to share at snack-time. Children take turns patiently, for instance, to serve themselves yoghurt at lunchtime. They have positive attitudes to learning and behave cooperatively. They show pride in helping with tasks, such as pouring milk to drink at lunchtime.

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Behaviour, attitudes and establishing routines Strong standard

Staff adapt their use of language and strategies to ensure all children, including those facing barriers to learning, are fully included in all routines. For example, they recognise when less confident children need more support to settle and take part in activities. Staff use their knowledge of children's likes and dislikes to plan activities. They provide resources that will help them to engage at this 'home from home' nursery. Those children who have recently started to attend the nursery, confidently follow routines with gentle guidance from staff.

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Behaviour, attitudes and establishing routines Strong standard

Leaders are proactive in supporting parents and carers to understand the importance of regular attendance and punctuality in preparation for school. Staff establish effective partnerships with parents from the start which helps to ensure that children benefit from their time at the nursery.

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Achievement Expected standard

Children generally take a lead in their play and make choices from resources that stimulate their senses and creativity, including sand, water, paint, chalk, shaving foam and dough. They are keen to 'have a go', for example, when making handprints. Children typically concentrate, cooperate and use their imaginations, for instance, when creating 'flower soup'. They carefully pick up petals with tweezers and use pipettes to add water. This helps them to develop their small muscles and fine motor control. They investigate what happens when they mix sand and water together.

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Achievement Expected standard

Children demonstrate their love of books as they repeatedly choose stories for staff to read aloud. They use mathematical language, including 'more' and 'circles', and count how many children are going to the garden. During role play, children show the breadth of their vocabulary and play imaginatively with their friends. For example, they dress up as people who help us and pretend to carry out their role. Children gain independence skills, including handwashing and putting on their shoes in readiness for the eventual move to school.

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Children's welfare and wellbeing Expected standard

Leaders support staff to implement procedures effectively, in the main, to promote all children's welfare and wellbeing, including through close supervision of sleeping and eating arrangements. The key worker role is typically used effectively to ensure that children's needs, including those facing barriers to their learning, are clearly understood and addressed. Staff provide a nurturing environment where children feel safe and valued. The warm, trusting relationships between staff and children support children's emotional wellbeing. Staff celebrate children's achievements and respond sensitively to children's needs and emotions. For example, they hold hands with toddlers as they carefully go downstairs to the garden using the handrail and praise this new skill. Staff respond sensitively to children's requests for help, such as when toddlers gesture to be picked up on their return journey upstairs. Children learn to move safely around the nursery.

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Children's welfare and wellbeing Expected standard

Leaders ensure snacks and meals are nutritious and balanced, and that individual children's dietary needs are identified and addressed. Staff help children to understand about making healthy choices through discussion for example, and ensure they consistently follow hygiene procedures. Toddlers and children independently feed themselves using cutlery. They help to clear away after meals. Those children who need to have a nap are soothed by staff in a calm atmosphere with gentle music playing.

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Curriculum and teaching Expected standard

Leaders design a curriculum that supports development across all areas of learning ready for future learning. Children's personal, social and emotional development are prioritised. Staff focus on establishing positive relationships with children and supporting them to form friendships with each other during group activities. Overall, staff work together to provide experiences that capture children's curiosity and encourage their learning of new skills. For instance, staff give children daily opportunities to develop their physical skills outdoors, including climbing steps, balancing on beams and throwing hoops. They promote children's understanding of the world and nature. One example of this is when children water seeds to help them grow into plants.

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Curriculum and teaching Expected standard

Staff promote children's listening and understanding skills, and enrich their vocabulary with frequent stories, songs and rhymes. They expertly ask questions to engage children during discussions. Staff give older children time to think and answer. When talking, for example, about trips to the seaside they introduce new vocabulary, such as 'ocean'. Staff make eye contact and repeat single words for toddlers to hear and repeat. Toddlers listen to steam trains going by and say 'choo choo'. This adapted approach helps to promote the development of children's communication and language skills effectively.

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Curriculum and teaching Expected standard

Leaders recently changed curriculum planning to focus on each child's unique needs and next steps more closely, including for those facing barriers to learning. In the main, the quality of teaching supports the effective implementation of the curriculum. On occasion, staff do not take account of what individual children already know and can do when planning activities, such as writing names. For instance, staff do not sequence planning to focus on holding pencils correctly during mark making before introducing writing letters.

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Inclusion Expected standard

Staff gather extensive information about children's interests, preferences, routines and families. They use this knowledge to plan for their care and education effectively from the beginning. Leaders ensure staff typically develop the skills and knowledge to support all children's learning and development. This includes, potentially, those with special educational needs and/or disabilities and those who are known (or previously known) to social care. Staff find out about any possible new barriers to learning as they arise because they continuously exchange information with parents and carers. They take account of children's home lives and experiences to inform and adapt the curriculum offer for individual children. Leaders know where to find further specialised advice and support for children, and are keen to work closely in partnership with other professionals.

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Inclusion Expected standard

Staff adapt routines and activities to meet children's physical and emotional requirements, using regular observations and assessments to inform planning. For example, staff motivate babies to become mobile by providing lots of opportunities for them to move to reach toys that they want to hold. They provide the emotional support that children who are, for instance, moving from other settings or going onto school shortly, need. Leaders use any additional funding effectively to provide resources, such as dressing up clothes to promote role play, and to enhance their experiences within the local community.

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Leadership and governance Expected standard

Leaders have worked hard to set up the nursery and support staff wellbeing during the process. They continuously reflect and celebrate the nursery's strengths. They establish close partnership working with parents and carers and set the foundations for further collaboration with other local settings, schools and agencies. This includes working with professionals who provide support for any children with special educational needs and or disabilities, those known (or previously known) to social care and those facing other barriers to learning. Positive relationships with families are highly valued by leaders and staff.

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Leadership and governance Expected standard

Leaders support staff wellbeing effectively. They provide learning opportunities for staff, including through research and reading, ongoing supervision and feedback from observations. The professional development programme is not yet sharply targeted to promote their understanding of how to sequence teaching of the curriculum securely and enhance the quality of interactions with children even further to promote the very best outcomes.

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Leadership and governance Expected standard

Parents comment that the exchange of information with staff is detailed and meaningful at handovers, stay and play sessions and parents' evenings. They appreciate the care and warmth shown by all staff to their children. Newsletters and online feedback also support the continuity of learning from nursery to home. Leaders value community involvement, such as visits to a local museum.

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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 arrive with cheerful smiles, eager to take part in fun activities. Leaders and staff create a warm, welcoming environment for all children and families. Children are greeted warmly by friendly staff who get to know them very well from the start. They enjoy experiences that are planned thoughtfully by staff to reflect their individual interests. They settle quickly to begin learning and play. Children demonstrate that they feel secure as they approach staff for reassurance, help with tasks or to share their ideas. The calm atmosphere helps children to move smoothly between activities and routines.

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About this setting

Children have a wealth of opportunities for role play. This stimulates many conversations and collaborative play. For example, playful staff join in with children pretending to be doctors and patients. They introduce new vocabulary and skilfully use questions to stimulate children's imaginations and language skills. Children have access to books continuously inside and outdoors. There are quiet, cosy areas, such as a teepee, where children share their favourite stories with key workers. Books are looked at by children and read by staff throughout children's play. For instance, while children play with dinosaurs in a tray full of earth, staff read to them about tyrannosaurus rex.

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About this setting

Children practise their independence skills while they follow routines confidently. Staff provide clear and consistent guidance for behaviour throughout the day. Children show that they feel safe and demonstrate a sense of belonging as they explore their environment. This has a positive impact on their behaviour. Children with potential barriers to their learning are supported effectively. For example, staff find out key words in additional languages, heard by children at home, and use these during routines. All children attend regularly. They form secure relationships with their key worker and other staff. Children build firm friendships with their peers and gain the skills that they will need for future learning, including the eventual move to school.

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Next steps

Leaders should enhance further the sequencing and implementation of the curriculum by staff to build even more securely on what children already know and can do. Leaders should continue to provide training and support for staff to help them implement highly effective teaching and interactions so that children excel in their learning and development.

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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. Unique reference number (URN): 2881426

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Address:

Charnwood School Of Dance Ltd Wharncliffe Road Loughborough LE11 1SN

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Busy Bodies Childcare Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:30

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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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