Busy Bees Day Nursery at Weymouth

Busy Bees Day Nursery at Weymouth

Unique reference number (URN): EY435250 Address: 1 Cumberland Drive, Granby Industrial Estate, Weymouth, Dorset, DT4 9TT Type: Childcare on non-domestic premises Registered with Ofsted: 12/08/2011 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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Achievement Expected standard

Children typically make good progress from their individual starting points across the areas of learning and development. This is supported by an inclusive curriculum that is tailored to children's interests, developmental needs and next steps in learning. As a result, children, including those who attend part time, access a broad range of learning opportunities and achieve well. Children explore activities with confidence and remain engaged for extended periods of time. For example, they enthusiastically create potions, discussing which natural materials they will add while sharing their ideas with others.

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Achievement Expected standard

Children are curious learners, who independently access resources and make choices about their play. They interact positively with others, playing cooperatively alongside their peers and develop their social skills. Children typically build on their existing knowledge and experiences as they explore, investigate and solve problems together. For example, they collaborate to build towers and then adapt their play, working together to create a train track, demonstrating teamwork, perseverance and a sense of achievement.

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Achievement Expected standard

Most children are suitably prepared for transitions within the setting and their move on to school. Staff encourage children to develop their independence through daily routines, such as using the toilet, washing their hands and pouring their own drinks. These opportunities help children to develop the self-help skills needed for their next stage of learning. However, support for children's understanding of hygiene practises, particularly the importance of wiping their noses independently, is not always consistent.

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Behaviour, attitudes and establishing routines Expected standard

Leaders promote the importance of regular attendance. They monitor attendance patterns and work closely with families to address barriers through regular check ins and discussions. This helps children to attend regularly, establish positive learning habits and benefit fully from the experiences and opportunities on offer.

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Behaviour, attitudes and establishing routines Expected standard

Leaders typically take an inclusive approach to behaviour management and establishing routines. Staff consider children's individual needs and stages of development, when supporting behaviour. For example, parents can access age-appropriate books through the setting's lending library to help promote positive behaviour, both at home and in the setting.

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Behaviour, attitudes and establishing routines Expected standard

Staff build warm and supportive relationships with children through an established key- person system. They know children well and use this knowledge to help them settle, feel secure and develop confidence within the setting. As a result, children confidently seek reassurance from familiar adults, when needed, and engage positively in daily routines and learning experiences. Children demonstrate positive attitudes to learning and interact well with their peers. For example, during a shape puzzle activity, children cooperate effectively, sharing resources and taking turns so that everyone can participate. This helps children to develop important social skills and respect for others. Staff use a calm and nurturing approach to help babies and the younger children settle. Children seek staff for cuddles when they get upset. Through these sensitive interactions, all children build warm, trusting attachments. This supports them to feel secure and have a

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Behaviour, attitudes and establishing routines Expected standard

Children generally behave well. Staff typically set clear expectations and provide reminders, such as 'walking feet' and 'kind hands', to help children understand boundaries. They model positive behaviour and use appropriate strategies to support children's understanding of what is expected. However, these approaches are not always applied consistently, which occasionally results in some children displaying unwanted behaviour.

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Children's welfare and wellbeing Expected standard

Leaders establish policies and practices that support children's welfare, mental health and wellbeing. These are generally understood by staff and parents and are implemented across the setting.

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Children's welfare and wellbeing Expected standard

Leaders create a safe and welcoming environment, where children enjoy learning, play and social experiences. Staff make good use of the outdoor environment to extend children's learning and promote their physical development. For example, babies access the garden several times throughout the day, providing regular opportunities to explore and be active outdoors.

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Children's welfare and wellbeing Expected standard

Staff support older children to build on prior learning by linking indoor and outdoor experiences. For instance, children apply their knowledge of plants during outdoor play as they explore the garden and mud kitchen. As a result, children benefit from a broad range of meaningful experiences that support their learning, wellbeing and development.

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Children's welfare and wellbeing Expected standard

Leaders and staff promote healthy eating and use mealtimes as valuable opportunities to develop children's social skills, conversation and understanding of good manners. Staff implement safe sleeping and eating practises and adapt arrangements to suit each child, including those with special educational needs and/or disabilities, and those facing other barriers to their wellbeing. Staff supervise babies carefully during mealtimes and support their growing independence by encouraging them to feed themselves during small-group experiences. Older children are generally encouraged to develop their independence by pouring their own drinks, using cutlery appropriately and taking responsibility for clearing away after meals, such as scraping leftover food into the food waste bin.

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Children's welfare and wellbeing Expected standard

Staff typically support children to carry out personal care routines independently, including handwashing and nose wiping. However, practice is not always consistent, particularly in promoting the importance of nose wiping, which means children's good health and hygiene are not always promoted effectively

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Curriculum and teaching Expected standard

Since the last inspection, leaders have focused on carefully planning and sequencing the curriculum. As a result, they have typically developed an ambitious and inclusive curriculum across all 7 areas of learning. Leaders have provided support and training for staff and recognise that further guidance is required to embed the curriculum consistently. For example, staff use a repeat-and-retrieve approach to revisit new and previously learned experiences, helping to strengthen children's understanding and ensure learning is embedded before they move on to new concepts.

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Curriculum and teaching Expected standard

The curriculum is typically taught well. Staff support children to learn about different artists and introduce a range of creative experiences to develop their understanding. For example, staff plan activities linked to the 'Artist of the Month', encouraging children to explore mark making using natural flowers and experiment with mixing paints. Staff use appropriate questioning to encourage children to think critically, make predictions and share their ideas. Staff provide positive praise and encouragement for children's contributions, which helps to build confidence, develop communication skills and engagement in learning.

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Curriculum and teaching Expected standard

Staff generally promote early physical development through planned opportunities for babies to develop their strength and coordination. They also support early communication by introducing and modelling language during sensory play. For example, staff use words such as 'pat' and 'dig', alongside actions during sand play. This helps babies to make connections between words and actions and supports their language development.

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Curriculum and teaching Expected standard

Staff typically introduce early mathematical concepts through familiar rhymes and purposeful modelling of vocabulary, such as 'big' and 'little.' For example, staff in the Toddler room use imaginative, repetitive rhymes to help children recognise which dinosaur is big and little.

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Inclusion Expected standard

Leaders have created a welcoming nursery where children, including those with special educational needs and/or disabilities, and their families feel valued. Staff work closely with parents from the start, which helps them understand each child's needs and identify factors that could affect their learning or wellbeing. As a result, staff provide the right support from an early stage, ensuring children who need additional help are supported promptly.

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Inclusion Expected standard

Leaders work with other professionals to plan and review individual support, ensuring it adapts to children's changing needs. Staff understand children's individual needs and make appropriate adaptations to support their participation in learning. For example, children are supported to work towards targets in their individual support plans through small-group activities with adults and peers. As a result, children are appropriately supported, develop confidence and make progress from their starting points.

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Inclusion Expected standard

Leaders and staff use additional funding effectively to meet each child's individual needs. For example, children in receipt of early years pupil premium access tailored activities and experiences that support significant transitions, such as welcoming a new baby into the family, while also helping to close gaps in their learning and development.

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Inclusion Expected standard

Leaders generally take positive steps to support families facing disadvantage. For example, they provide a 'Take What You Can, Give What You Need' station for families experiencing hardship. Leaders also help parents access external support and courses and provide resources through lending libraries and home-link bags to help families meet their children's individual needs.

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Leadership and governance Expected standard

Since the last inspection, leaders and staff have worked hard to maintain standards of care and learning. They have planned effectively to drive improvements and address identified weaknesses. Leaders recognise that, while progress has been made, some areas still require further development. For example, leaders have identified the need to further embed the curriculum and teaching approaches across the setting, particularly among newer members of staff

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Leadership and governance Expected standard

Leaders work closely with families and other professionals to support children's wellbeing, learning and development. They know how to access specialist advice to meet the needs of all children, including those who face barriers to learning or who are currently, or have previously been, known to social care. Parents report that they are well informed about their children's experiences and progress and value the positive relationships they and their children have with staff.

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Leadership and governance Expected standard

Leaders implement effective procedures to ensure staff are suitable for their roles. This includes providing ongoing supervision and support. Staff are typically encouraged to continue their professional development through training that enhances their knowledge of the curriculum and improves teaching practice. Staff generally value the support they receive during their induction and report that they feel valued in their roles and that their workloads are manageable.

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Leadership and governance Expected standard

Leaders and staff place emphasis on partnership working with parents and carers. Regular exchanges of information at drop off and collection times, alongside the use of an online communication system, help to ensure that information is shared effectively between home and nursery. Settling-in sessions are tailored to children's individual needs and help staff establish positive relationships from the outset. Staff adapt care routines appropriately, taking account of children's interests, stages of development, allergies, dietary requirements and individual care plans.

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

All children are greeted warmly by caring staff, when they arrive at the nursery. They settle in quickly and make choices in their play, demonstrating that they feel secure. For example, younger children play alongside each other with different coloured jugs in the water tray, excitedly showing adults what they can do.

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Inspector:

Immy Gunputh Children are sociable, friendly and eager to share their ideas. They benefit from praise and encouragement as they explore the environment. Babies enjoy plenty of cuddles, soothing words and familiar songs with their key person. This helps them to form warm relationships with staff. For example, staff encourage babies to engage with puppets during familiar nursery rhymes, supporting their participation and enjoyment in group experiences.

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Inspector:

Throughout the day, children move confidently between indoor and outdoor experiences and show that they are generally familiar with the nursery's routines and expectations. Children excitedly take turns using ride-on toys and negotiate space well during racing activities in the garden. Babies explore low-level physical equipment with the support from the nurturing staff. Children, from a young age, develop a love of books. They listen with interest when staff read favourite stories to them, joining in with familiar phrases. Children's communication and language skills are further promoted as they join in with songs and rhymes. Children typically gain the skills they need for their future learning.

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Inspector:

Children demonstrate imagination and creativity through role play and engage positively with new experiences. For example, children in the toddler room confidently engage in role play as they select food items in a pretend shop and pay for their purchases. They talk about the foods they have chosen and discuss whether these are healthy options.

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Next steps

Leaders should strengthen staff knowledge and skills in managing children's behaviour to ensure children receive consistent messages and expectations. Leaders should help staff to offer more consistent support for children to learn about hygiene practises, especially the importance of nose wiping, to promote children's good health.

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About this inspection

The inspector spoke with leaders, staff, a 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.

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Address:

1 Cumberland Drive Granby Industrial Estate Weymouth Dorset DT4 9TT

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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 : 07:00 - 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

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Urgent improvement

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Urgent improvement

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