Busy Bees Sutton Scotney

Busy Bees Sutton Scotney

Unique reference number (URN): 2841223 Address: Busy Bee Nursery, Stockbridge Road, Sutton Scotney, Winchester, SO21 3JW 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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Achievement Strong standard

Children achieve remarkably well across all areas of learning. They develop the knowledge, confidence and independence they need for their next stage in learning. For example, even the youngest of babies take increasing responsibility for simple tasks, such as finding their shoes, wiping their nose and locating their own cup. Older children remember important knowledge and use it confidently, such as explaining that eating too much sugar is unhealthy. They communicate their ideas clearly, listen to others attentively and join in with shared play.

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Achievement Strong standard

Children of all ages demonstrate secure physical skills. For instance, babies develop their fine-motor control as they manipulate, squeeze and explore play dough. Older children negotiate complex obstacle courses, balance on beams and enthusiastically engage in energetic play in the garden. Their confidence, perseverance and increasing independence demonstrates how extremely well prepared they are for their next stage of learning.

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Behaviour, attitudes and establishing routines Strong standard

Children form warm and secure relationships with staff, who know them well and respond thoughtfully to their individual needs. For instance, staff seek babies' consent during personal-care routines, such as nappy changing. Staff respect babies' choices, helping them develop confidence and an understanding that their views matter. Secure routines are firmly established from an early age. Children, including babies, recognise familiar cues, such as staff clapping their hands. They quickly stop, listen and respond to what is expected of them. For example, children independently tidy away and transition calmly to lunchtime. Attendance is promoted through secure relationships with families, helping children feel settled and eager to attend.

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Behaviour, attitudes and establishing routines Strong standard

Staff are highly attentive to children's play and recognise when children need guidance or support. They skilfully use these moments to strengthen children's understanding of expectations. For example, staff reinforce the nursery's 'green' and 'red' choices, helping children recognise the impact of their actions and make positive choices. Staff consistently model sharing, turn-taking and kindness. Children show genuine care and compassion towards their friends, offering reassurance and support when they notice someone needs help. Consequently, children form respectful relationships and develop positive attitudes to learning.

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Children's welfare and wellbeing Strong standard

Children's emotional wellbeing is promoted exceptionally well. Leaders and staff have established a clear and consistent approach that ensures children feel safe, valued and understood. Staff know all children extremely well and are highly responsive to any changes in their emotional needs. They work closely with families and use the key-person system effectively, to provide reassurance and continuity. This enables children, including those who may face barriers, to develop high levels of confidence, emotional security and the readiness to learn.

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Children's welfare and wellbeing Strong standard

Staff support children to develop impressive levels of independence from an early age. Babies begin to manage simple tasks for themselves, while older children confidently take responsibility during everyday routines. For example, they serve their own food, pour drinks and clear away after eating. These opportunities are embedded throughout the day. As a result, children become increasingly capable and are proud of what they can do for themselves.

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Children's welfare and wellbeing Strong standard

Children develop a secure and meaningful understanding of how to keep themselves healthy and safe. For instance, they confidently explain why too much sugar is unhealthy and understand how physical activities benefit their bodies. Staff consistently support children to learn about personal safety in ways that are appropriate to their age, such as stranger danger and staying safe online. Consequently, they begin to recognise potential dangers, make sensible choices and apply what they have learned to their everyday life.

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Curriculum and teaching Strong standard

Leaders have designed an ambitious, inclusive and well-sequenced curriculum. Staff identify the knowledge and skills children need to learn and remember over time. They implement the curriculum through high-quality teaching that encourages children to explore, investigate and think critically. For example, children revisit their learning about artists by creating self- portraits using exciting and open-ended resources. This deepens their understanding of themselves and helps them to develop a secure sense of identity, belonging and respect for others. Staff quickly identify children who need additional help and skilfully adapt teaching and experiences. All children are supported to participate fully in the curriculum and make rapid progress from their individual starting points.

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Curriculum and teaching Strong standard

Developing children's communication and language is a key focus throughout the nursery. Staff bring language to life through a carefully chosen book, word and rhyme of the week. They help children understand the meaning of new vocabulary, enabling them to use words confidently and accurately in context. Babies enthusiastically use simple sign language as they sing songs with staff, while children's home languages are woven naturally into everyday interactions. Older children engage in rich, meaningful conversations and confidently share their impressive knowledge about topics, such as healthy eating and artists. As a result, children become confident communicators, eager to join conversations, and use their growing vocabulary to share what they know and think.

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Inclusion Strong standard

Inclusion is a significant strength of the nursery. Leaders and staff have high expectations for all children and know them extremely well. They identify children who may need additional support promptly. For example, staff work closely with parents and other professionals to provide precise, targeted support. Staff skilfully adapt activities, routines and resources, so that children with barriers to their learning participate fully alongside their peers. Individual support plans are purposeful, regularly reviewed and used consistently by staff to build on children's next steps in learning. Consequently, children receive the right support from the start, enabling them to make substantial progress from their individual starting points.

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Inclusion Strong standard

Staff recognise and value children's individual identities, cultures and home languages. As such, children develop a secure sense of who they are. They learn to value similarities and differences between themselves and others. For example, staff use familiar words and songs from children's home languages and respond sensitively to children's social and emotional needs. They know precisely when to reassure, support or step back. This successfully builds on children's confidence, resilience and independence. Leaders use additional funding purposefully to remove barriers and enrich children's experiences. This helps all children to participate, belong and thrive as confident learners.

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Leadership and governance Strong standard

Leaders provide robust, visible leadership and have established a positive culture of high expectations. Leaders maintain clear oversight of practice through regular observations across the nursery. They use what they see to identify strengths and areas for further development. Supervision arrangements are purposeful and focused on staff workload, wellbeing and the quality of practice. Leaders agree clear actions and provide targeted professional development opportunities for staff. For example, they provide training on behaviour, storytelling and sign language. This ensures that professional development is closely aligned to children's needs and strengthens the quality and consistency of staff practice.

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Leadership and governance Strong standard

Leaders value and motivate staff, using regular praise and constructive feedback to recognise effective practice. Staff report feeling well supported and valued, contributing to a positive and committed team culture. Leaders have also established solid partnerships with parents. Families are actively involved in children's learning through shared home-learning ideas and opportunities to contribute information. Leaders and staff provide parents with pre-recorded rhymes and songs used in the nursery, enabling them to revisit these at home. This strengthens continuity between home and the nursery and supports children's communication and language development.

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

Children flourish in this highly inclusive and nurturing nursery. They are happy, settled and show a secure enthusiasm for learning from the moment they arrive. Babies eagerly explore sensory experiences, while older children become deeply absorbed in the exciting activities

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Inspector:

available to them. Staff consistently model warm, respectful relationships, helping children to develop kindness and consideration for others. High expectations are fully embedded for every child, with staff responding sensitively to children's individual needs. This inclusive approach enables all children, including those with special educational needs and/or disabilities, to engage alongside their peers, showing high levels of trust and enjoyment.

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Inspector:

Children behave exceptionally well, showing kindness, cooperation and confidence. Staff celebrate each child's individuality, valuing their home languages and experiences, helping them feel proud of who they are. Children learn to respect differences, share and take turns. Staff reinforce positive behaviour consistently, helping children to manage their emotions. Leaders promote regular attendance with families, so children benefit fully from routines, relationships and learning. This helps to strengthen children's sense of belonging and supports positive attitudes to learning.

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Inspector:

Children are highly curious, motivated learners who become deeply involved in meaningful experiences. Staff skilfully revisit previous learning, helping children remember and build securely on their knowledge. For example, children revisit a familiar book and extend this learning by making telescopes, before using them to explore what they can see. Babies enthusiastically anticipate and join in with familiar songs, demonstrating secure recall. Mathematical understanding is woven naturally into play. Children count objects and compare quantities and sizes, confidently applying their developing knowledge. Children who face barriers to their learning are supported extremely well. Staff make sensitive adjustments to experiences, so that every child can participate and benefit from learning. This inclusive approach enables all children to develop the knowledge and skills they need to thrive.

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Next steps

Leaders should ensure continued improvement in the setting's successful work to remove barriers for children who need extra help to realise a transformational impact on all children's achievement and wellbeing.

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About this inspection

The inspector spoke with leaders, staff, 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. Kelli Wiseman

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Address:

Busy Bee Nursery Stockbridge Road, Sutton Scotney Winchester SO21 3JW

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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 : 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. 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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