Busy Bees at Andover Picket Twenty

Busy Bees at Andover Picket Twenty

Unique reference number (URN): 2841214 Address: 160 Picket Twenty Way, ANDOVER, Hampshire, SP11 6TH Type: Childcare on non-domestic premises Registered with Ofsted: 04/04/2025 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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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff are positive role models for all children. They create a calm and supportive environment where children feel safe and secure. Staff help babies and children to understand the rules and boundaries of the setting, promoting their safety and wellbeing. They make appropriate adaptations to routines and activities to ensure that children with special educational needs and/or disabilities are fully supported throughout the day. Staff typically use consistent strategies to support children's understanding of routines and transitions. For example, they clap and tap to gain children's attention. Staff provide a warning that a transition is about to take place, such as when outdoor play is ending. Children respond positively to these cues and are keen to help tidy away resources, demonstrating a sense of responsibility for their environment.

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Behaviour, attitudes and establishing routines Expected standard

Children behave well. They show kindness and consideration towards one another. Children understand the setting's expectations. Older children confidently share the 'golden rules', such as using listening ears and indoor voices. They follow these rules well and demonstrate respect for others. Children form friendships and enjoy playing and learning together. They are eager to take on responsibilities within the setting and proudly talk about their helper roles, including being garden, lunchtime and drinks helpers. These opportunities support children's independence and sense of belonging within the setting. Leaders have robust procedures in place to monitor and manage children's attendance. This helps to promote children's safety and wellbeing.

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Children's welfare and wellbeing Expected standard

Leaders and staff place an emphasis on children's safety and wellbeing. They carry out effective risk assessments and take appropriate measures to keep children safe. For instance, during hot weather, staff ensure children are protected from the sun by encouraging regular hydration breaks and providing easy access to drinking water, which older children confidently help themselves to. Younger babies remain cool in shaded areas and are suitably dressed with sun cream and hats while they enjoy supervised water play. Staff maintain children's safety throughout the day by completing regular headcounts. This enables children to enjoy free-flow play inside and out while ensuring that all children are accounted for and well supervised.

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Children's welfare and wellbeing Expected standard

Staff typically engage children in meaningful back-and-forth conversations, helping to promote their communication and language development. The youngest babies receive effective support to help develop the physical skills needed for walking. Key persons demonstrate a thorough understanding of their children and have established secure and warm relationships with them. Babies clearly show that they feel safe and emotionally secure with staff. For example, some seek reassurance when stepping into the water tray, reaching out for a hand to support them or seeking a cuddle when needed. Children develop an understanding of healthy lifestyles through their play. While playing with role-play food, they confidently distinguish between healthy and less healthy foods. They also use

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Needs attention

descriptive language to talk about foods, explaining that an apple tastes 'sour'. This helps to extend both their communication skills and their understanding of healthy choices.

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Achievement Needs attention

Children with special educational needs and/or disabilities and those who face other barriers to their learning do not consistently receive the support they need to make the best possible progress. As a result, they do not always develop the skills and knowledge required to fully access the curriculum. Consequently, these children are not as well prepared as they could be for their next stage of learning, including their transition to school. Some children receive effective support to develop the skills and knowledge that are appropriate for their age and stage of development. They communicate their needs confidently, demonstrate positive physical development and show positive social skills through their interactions with others.

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Achievement Needs attention

Babies show a keen eagerness to explore sensory materials and engage in meaningful back-and-forth interactions with adults. They demonstrate secure attachments, seeking comfort and affection when needed, which supports their emotional wellbeing. Babies develop key physical skills, including those required for walking. Older children demonstrate growing independence and confidently manage age-appropriate tasks. They thrive when given responsibilities and are eager to help throughout the day, showing a sense of belonging and contributing positively to the setting's community.

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Curriculum and teaching Needs attention

Leaders ambitions for the curriculum and teaching are appropriate, which staff generally teach well for most children. However, there are inconsistencies in the implementation for children with special educational needs and/or disabilities (SEND) and those who face other barriers to learning. For example, staff do not consistently assess, implement and review individual support plans for some children. As a result, these children do not always develop the skills they need to access the curriculum fully. They are not as well prepared as they could be for their next stage of learning, including the transition to school.

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Curriculum and teaching Needs attention

Leaders support staff to understand the curriculum that they intend to teach and when. They consider what concepts children should learn to help them gain different skills. For example, older children learn the concept of sorting and classifying with colour and shapes. Meanwhile, babies enthusiastically develop their physical skills as they crawl up ramps and confidently explore slides. Staff support children to develop a love of books and early literacy. They promote this through initiatives such as a 'story, song and word of the week'. These activities engage children in meaningful language experiences, helping to broaden their vocabulary and develop their communication and literacy skills.

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Inclusion Needs attention

Leaders and staff have not promptly worked in partnership with parents or acted quickly enough for some children when there are concerns about the progress they are making. Therefore, some children face delays in getting the right support at the right time to enable them to achieve well. Leaders and staff identify some children with special educational needs and/or disabilities and those who face other barriers to learning, promptly and accurately. They engage appropriately with parents and carers and specialist professionals to secure the support children need, helping to promote their learning, development and wellbeing. However, this is not consistent for all children that face barriers to their learning.

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Inclusion Needs attention

Leaders and staff support children effectively to communicate their needs and wishes. They maintain eye contact, position themselves at children's level and use visual aids where appropriate to support understanding and expression. This helps children to communicate confidently and ensures their individual wellbeing needs are met effectively.

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Leadership and governance Needs attention

Leaders provide regular internal professional development opportunities for staff, typically online. However, these are not consistently relevant with the areas of weakness and are not always delivered in a way that enables all staff to make improvements. For instance, some staff are less confident to identify and support children with special educational needs and/or disabilities. This impacts on the experiences some children receive.

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Leadership and governance Needs attention

Leaders place a high priority on staff's wellbeing. They recognise that ongoing staffing challenges can place additional demands on staff. Leaders work closely with the team to review workloads and identify ways to provide effective support. This remains an evolving area, and leaders continue to prioritise staff's wellbeing. For example, they have adapted working hours to better meet individual staff members' needs. They have also ensured newer staff are supported by experienced and long-standing colleagues to promote support and consistency. This also helps to maintain open and transparent communication regarding recruitment progress. As a result, most staff report feeling well supported and valued in their roles.

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Leadership and governance Needs attention

Leaders operate an open-door policy, encouraging parents and carers to share information and discuss any matters as they arise. Parents report feeling comfortable approaching leaders. They say that their views are listened to and valued. This open and positive communication helps partnerships between the setting and families.

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

Children with special educational needs and/or disabilities (SEND) and those who face other barriers to learning do not always receive the right support at the earliest opportunity. As a result, some children experience delays in accessing the help they need. Therefore, they do not consistently develop the skills and knowledge required to fully access the curriculum. These children are not as well prepared as they could be for their next stage of learning, including their transition to school. Children with SEND do not always benefit from consistently knowledgeable, skilled and confident support. As a result, not all children benefit equally from opportunities to make the progress they are capable of in their learning and development.

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

Children are happy and demonstrate that they feel safe and secure within the setting. They confidently access a wide range of engaging activities and benefit from the support of nurturing and attentive staff. Babies show a keen interest in stories, listening intently during group story sessions. Some actively join in, while others respond to familiar language and actions. For example, when staff talk about a rabbit, babies mirror the phrase 'hop, hop, hop', demonstrating their developing communication and understanding. Older children confidently recall and retell familiar stories. They enthusiastically take part in imaginative experiences, such as pretending to go on a bear hunt in the garden. Children remain engaged throughout, eagerly anticipating and sharing what happens next in the story. This supports their language development and enjoyment of books.

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

Older children demonstrate a sense of belonging within the setting. They take pride in using the self-registration board. Older children confidently identifying their photos displayed beneath the setting picture. They also show care and consideration for others. For instance, children warmly talk about their friends whose photos are displayed beneath the home picture. This demonstrates some children's understanding of community and the importance of relationships. Children's individual needs are recognised, supported and valued. Children develop an understanding of how to keep others safe. For example, they learn about different dietary requirements and the foods that some children can and cannot eat. Children receive support to recognise and respect differences between themselves and others. This helps children to develop an appreciation of diversity and inclusion from an early age.

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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

improve the effectiveness of support for children with special educational needs and/or disabilities and those who face other barriers to learning, to enable all children to access the curriculum fully and be prepared for their next stage in learning 30/09/2026

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Address:

160 Picket Twenty Way ANDOVER Hampshire SP11 6TH

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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

improve the timeliness of partnership working with parents and carers so that appropriate support can be agreed and referrals for specialist support are made when required 30/09/2026

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Action Completion Date

improve training and professional development opportunities to ensure that staff have the knowledge, skills and confidence to fulfil all aspects of their roles effectively 30/09/2026

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About this inspection

The inspectors spoke with the manager, senior leaders, staff, the special educational needs coordinator, parents and carers 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. Register(s): EYR

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 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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