Bee Happy Kids

Bee Happy Kids

Unique reference number (URN): 2885025 Address: Guiseley Primary School, Oxford Road, Guiseley, Leeds, Yorkshire, LS20 9DA Type: Childcare on non-domestic premises Registered with Ofsted: 18/01/2026 Registers: EYR, CCR, VCR Registered person: Bee Happy Kids Child Care Ltd

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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 establish a generally calm and positive environment, where expectations for behaviour are shared with children at the start of each session. Children engage readily in activities and demonstrate an understanding of routines, which staff lead suitably and ensure there is structure to the day. This is communicated clearly to children and parents via an online app. This helps to prepare children and build their confidence, as they know what is coming next.

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Behaviour, attitudes and establishing routines Expected standard

Staff know children and their individual requirements well. They are proactive in helping prevent children's frustrations and therefore children behave well. Staff offer guidance and clear explanations to help children take turns with toys, share resources and play cooperatively. As a result, children of different ages mix well at the club. Children listen and work together to tidy away resources. They respond to instructions to put equipment away as a group, in preparation for other activities and mealtimes. Lunch is a beneficial social experience, where staff, leaders and children sit together. This helps children to build secure relationships with staff and develop friendships with one another.

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Behaviour, attitudes and establishing routines Expected standard

Although leaders help staff support children's behaviour closely and effectively, including for children with special educational needs and disabilities, leaders do not always share appropriate and relevant information with staff. As a result, the consistency of care delivered is impacted.

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Children's welfare and wellbeing Expected standard

Staff are welcoming and build beneficial relationships with children. Staff get to know children well and offer caring support on arrival to help them settle. They support children's care needs effectively, reminding them to drink regularly.

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Children's welfare and wellbeing Expected standard

Children are supported to develop healthy lifestyles. They wash their hands before eating, have access to water throughout the session and are encouraged to make healthy choices. Staff promote good manners during mealtimes and use praise and gentle reminders to reinforce positive behaviours and self-care routines.

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Children's welfare and wellbeing Expected standard

Opportunities for physical activity are prioritised. Children enjoy soft foam javelin throwing, running and other energetic outdoor games, with staff joining in to encourage participation and teamwork. These experiences support children's physical development and overall wellbeing. Resources such as first-aid kits are positioned appropriately around the setting, reflecting consideration of children's safety and wellbeing. This is enhanced as staff teach children elements of basic first aid and engage in conversations about healthy practices and proper risks assessments to keep safe.

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Children's welfare and wellbeing Expected standard

The setting promotes an inclusive environment, where children feel valued and supported. Staff help children recognise and manage emotions through positive interactions and consistent routines, contributing to children's emotional wellbeing and helping them develop confidence and resilience.

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Inclusion Expected standard

Leaders promote an inclusive culture, where children are encouraged to participate fully in the life of the setting. Staff adapt activities and provide additional support, where required, enabling younger children and those with additional needs to access experiences successfully. Clear explanations, reassurance and flexible approaches help children manage transitions and engage confidently in activities.

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Inclusion Expected standard

Children are encouraged to make choices about their play and participate at a pace that suits their individual needs. This reduces barriers to participation and supports confidence, independence and emotional wellbeing. Leaders and staff work with parents and carers to identify children who may require additional support. Staff develop secure relationships with children to gain a clear understanding of their individual needs, likes and dislikes. Staff attend training around supporting children with special educational needs and/or disabilities. They use this to put appropriate strategies in place to support children's individual needs. They typically provide alternative activities to help ensure all children can participate alongside their peers. For example, staff use specific sensory resources for children who benefit from them. Leaders generally use additional funding well to support children who are

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Inclusion Expected standard

disadvantaged. They provide extra opportunities and experiences that broaden children's understanding of the world around them.

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Leadership and governance Expected standard

Leaders generally oversee the day-to-day running of the club effectively. They deploy staff efficiently to supervise and support children during activities both indoors and outdoors. Staff remain alert to issues that may affect children's welfare. They take appropriate action to help keep children safe. For example, staff supervise children effectively as they play on the large outdoor equipment.

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Leadership and governance Expected standard

Leaders build positive relationships within the community and use additional funding effectively to provide extra opportunities and experiences for disadvantaged children. For example, staff present a fruit tasting activity, where children are encouraged to try fruits that are unfamiliar to them. This helps to broaden their experiences. Leaders also liaise effectively with the wider professional community to support children with special educational needs and/or disabilities and those who are disadvantaged.

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Leadership and governance Expected standard

Staff report that they feel supported by leaders. Leaders ensure that staff complete mandatory training. They provide staff with access to a digital platform to help them update and maintain their practice. Leaders monitor staff practice regularly through supervision meetings and informal check-ins.

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Leadership and governance Expected standard

Leaders also evidence engagement with additional training to support their roles. However, engagement with more recent training is limited. This impacts on leaders' knowledge and understanding of things such as the revised inspection framework. This lack of knowledge and understanding consequently affects leaders' abilities to deliver a strong standard of care.

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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 enjoy attending the setting. They are happy and enthusiastic about activities, demonstrating that they feel safe, welcomed and valued. Warm, positive relationships with staff help children to develop a strong sense of belonging. Children engage in meaningful

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Inspector:

Marie Briggs conversations with staff, who take time to listen, which builds trust and confidence. Children's achievements are recognised and celebrated, for example, through displays of their work and of their creations, helping them to feel proud and included.

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Inspector:

Children enjoy a wide range of experiences, both indoors and outdoors. Children focus on a range of activities that are set out in the hall by staff, who consider children's interests. Staff ensure there are areas where children can be active, as well as spaces to relax. Indoors, children enjoy activities such as learning about basic first aid, scented play dough and interactive games. Children show imagination and creativity as they draw and colour pictures and design silhouette images. Outdoors, they participate enthusiastically in team games, such as soft foam javelin throwing, which develop their physical skills while they learn to cooperate with others.

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Inspector:

Children put their belongings in the correct place on arrival, with little prompting from staff. Children show respect for staff and the club rules. They help tidy away toys and follow instructions to get ready for mealtimes. Children with special educational needs and/or disabilities are offered timely additional guidance, support and help in order to observe boundaries for safety and appropriate interaction with other children. Children benefit from clear routines and consistent supervision, which help them to feel secure and understand what is happening throughout the session. As a result, children are confident, engaged and able to thrive in an inclusive and supportive environment.

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Next steps

Leaders should develop a system that incorporates better information sharing with staff and colleagues about children and their individual needs to ensure that children with special educational needs and/or disabilities are consistently accommodated and supported. Leaders should engage with more training to develop knowledge and understanding of quality provision to further support children who attend the setting.

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About this inspection

The inspector spoke with leaders, practitioners 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:

Guiseley Primary School Oxford Road, Guiseley Leeds Yorkshire LS20 9DA

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Bee Happy Kids Child Care Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:00

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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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