Busy Bees Day Nursery at Hillingdon

Busy Bees Day Nursery at Hillingdon

Unique reference number (URN): EY422536 Address: Entrance C, Hillingdon Hospital, Pield Heath Road, Uxbridge, Middlesex, UB8 3NN Type: Childcare on non-domestic premises Registered with Ofsted: 31/12/2010 Registers: EYR, CCR Registered person: Busy Bees Nurseries Limited

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Achievement Urgent improvement

Not all children, including those with special educational needs and/or disabilities, make the progress that they are capable of due to the variable quality of curriculum. Older children do not have the essential age- and stage-appropriate knowledge and skills for their future success. For example, they are not able to navigate the setting independently and lead their own play. Children are stationary for large periods of time, which prevents them developing confidence to try new things. Children do not understand staff's expectations for their behaviour, this affects their relationships with other children. For example, children who need additional support to their manage their emotions are not given appropriate support.

p.2

Achievement Urgent improvement

Children in the baby room develop early language skills, such as repeating single words and babbling back and forth with staff. They learn the actions to familiar songs and join in with rhymes. Younger children across the nursery have appropriate physical skills. They show good balance and coordination, when using small climbing frames and push themselves along on trikes. Children are able to use cutlery at mealtimes and can recognise shapes and practise counting.

p.2

Behaviour, attitudes and establishing routines Urgent improvement

Leaders and staff do not create an environment that supports children's learning, development and care. Staff do not effectively support children, including those with special educational needs and/or disabilities (SEND) or other barriers to learning, to fully engage in daily routines. For example, during group times, children with barriers to learning are seen wandering around the room. This means they are not supported to develop the skills needed for their next steps in learning.

p.2

Behaviour, attitudes and establishing routines Urgent improvement

Staff do not help children to understand what behaviour is appropriate. For example, staff do not offer children explanations as to why they should not climb on tables. This leaves children unsure about expectations and limits their ability to learn safe and positive behaviours. Staff also do not manage behaviour appropriately. For example, staff do not often give verbal behaviour instructions and rely on physically moving children. This means children are not able to practise following instructions.

p.2

Behaviour, attitudes and establishing routines Urgent improvement

Children are kind, and work collaboratively and enjoy playing together. For example, children roll and bounce the ball to each other and take turns fairly. Relationships between younger children and staff are warm and responsive. Key persons know their children well and babies are quick to settle with familiar staff. Staff remind children to say please and thank you during mealtimes. Leaders monitor attendance and follow up any unexplained absences.

p.2

Children's welfare and wellbeing Urgent improvement

Leaders do not ensure that risk assessments are sufficient to safeguard children effectively. For example, damaged equipment, although identified, is not fixed or removed leaving children at risk of harm. In pre-school, the environment is not organised safely. Space is limited and floor space is cluttered, as a result, children are not able to move freely and safely. Leaders' management of children's health and hygiene is ineffective. During rolling snack, babies eat each other's left over food, this heightens the risk of infections spreading.

p.2

Children's welfare and wellbeing Urgent improvement

Leaders do not make decisions that support children with special educational needs and/or disabilities or other barriers to learning and wellbeing. The pre-school room is noisy and chaotic, which leads to children becoming overwhelmed and dysregulated. This means children's wellbeing is not prioritised. Leaders have not ensured staff have the necessary skills or understanding to support children with additional needs. Children are not supported to regulate their behaviour so they can foster positive relationships and develop positive strategies to express their emotions.

p.3

Children's welfare and wellbeing Urgent improvement

Young children separate well from their parents and seek reassurance and comfort from familiar staff. Staff support and encourage children positively at mealtimes, promoting healthy eating habits, such as offering fresh fruit. Staff follow safe sleep routines and supervise sleep throughout. Children have access to playing outdoors, where they have access to fresh air and the opportunity for physical activity if they choose.

p.3

Curriculum and teaching Urgent improvement

Leaders do not have an accurate understanding of the overall quality of the teaching across the nursery. There are weaknesses in the curriculum implementation, particularly for older children. For example, the pre-school children are instructed to complete adult-led activities, such as tracing letters, cutting and colouring for sustained periods, and are not allowed to leave these activities. As a result, children become bored and disinterested.

p.3

Curriculum and teaching Urgent improvement

Staff do not organise the learning environment in a way that meets the needs of the children. While staff identify children who require extra support, they do not always ensure that appropriate plans are in place for all children to make sufficient progress from their starting points. The organisation of the pre-school room means that children are restricted to sitting down at tables and movement is limited. The children are not given space or time to play freely or make independent choices. This means they are not able to practise and refine their emerging skills in all areas of development. The noise levels in this room have a detrimental impact on children's language and communication development. For example, children cannot hear verbal instructions, and have to shout to be heard.

p.3

Curriculum and teaching Urgent improvement

In rooms for younger children, they learn and socialise through independent play and exploration. Staff provide resources outdoors that children use to practise their balance and coordination. For instance, toddlers practise throwing and catching balls. Staff support younger children's communication and language development through singing songs and reading stories.

p.3

Inclusion Urgent improvement

The provision for children with special educational needs and/or disabilities (SEND) and those with other barriers to learning is ineffective. Leaders do not ensure the environment is organised in a way that ensures that all children can move freely and access learning experiences. Teaching is not consistently adapted to support all children, particularly those who face barriers to learning, to engage and make progress. Leaders lack oversight to ensure staff have confidence and expertise in meeting the individual needs of children with SEND, which negatively impacts the quality of children's experiences and how well their development is supported.

p.3

Inclusion Urgent improvement

Children with SEND and or other barriers to learning are not consistently provided with focused support to enable them to engage in routine or support them with what is happening next. Instead, staff physically move children. Leaders engage with external professionals to access additional support for some children, and this has some beneficial impact, such as with speech and language therapists. However, not all children receive timely support to meet their individual needs while waiting for external guidance. This means children are not able to make the steady progress needed for their next steps in learning and development.

p.4

Leadership and governance Urgent improvement

Leaders do not identify significant weaknesses across the nursery, resulting in breaches of the 'Statutory framework for the early years foundation stage'. Indoor space is not organised in a way that meets the needs of children or ensures their safety. Additionally, leaders do not ensure appropriate risk assessments are completed. This means children's health, safety and wellbeing are compromised. Leaders do not ensure that the necessary adaptations for children, including those with special educational needs and/or disabilities or those that face barriers to learning are effective. They also do not ensure that staff are equipped and confident to implement appropriate behaviour management procedures. Leaders recognise that their poorly implemented curriculum in the pre-school room is negatively impacting children's engagement, wellbeing and progress.

p.4

Leadership and governance Urgent improvement

Leaders and staff maintain positive partnerships with parents. Parents appreciate the regular updates and communication they receive about their children's learning and development. They comment that staff and leaders are friendly and help children settle quickly into nursery. Staff report that they feel supported by leaders. Staff complete paediatric first-aid and safeguarding training. Leaders know the local community needs, and provide a baby bank to support families with essential items, such as nappies, fruit and clothing and offer a lending library. This helps families who face barriers feel supported.

p.4

Compulsory Childcare Register requirements

This setting has not met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

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

Leaders do not ensure that an appropriate curriculum is implemented across the nursery that promotes all areas of development. The quality of teaching for older children is poor. Staff do not provide learning activities that sustain children's interests. This has a detrimental impact on children's progress. The learning environment is not tailored and adapted to meet the needs of all children, including those with special educational needs and/or disabilities (SEND). This means children with SEND do not have the reasonable adjustments they need to join in fully with activities and routines. Children are not able to make the expected progress they are capable of in the pre-school rooms chaotic, noisy and cluttered environment. This means some children's behaviour starts to deteriorate, and those who need extra support in their learning and development wander with no purpose or struggle to engage. At times, staff focus their time on managing children's behaviour rather

p.5

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

than providing quality learning and development experiences. Staff do not always demonstrate respectful interactions. For example, when staff want children to stay sitting at an activity, they physically move them back without communication or encouragement. This does not help children learn to follow simple instructions, understand behaviour expectations and routines or build independence.

p.5

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

Overall, children are settled at the nursery and become confident in some routines, such as toileting and mealtimes. The key-person approach helps babies feel comfortable and secure. Children develop some friendships with their peers and staff get to know the children well. Younger children, such as babies and toddlers, enjoy choosing books and looking at the pictures with staff and demonstrate a positive attitude to learning. They practise skills such as feeding themselves, mark making with crayons and enjoy sensory experiences with water.

p.5

Next steps

The provider is not meeting the requirements of the Early years foundation stage and Childcare Register and Ofsted intends to take enforcement action.

p.6

Next steps

We will issue a Welfare Requirements Notice requiring the provider to have taken the following actions by the assigned date:

p.6

Action Completion Date

ensure that a consistent and suitable behaviour management approach is understood and implemented by all staff 05/08/2026

p.6

Action Completion Date

ensure that leaders have effective oversight of SEND provision, including support arrangements and environmental adaptations to ensure all children are able to access learning and make progress 05/08/2026

p.6

Action Completion Date

ensure that indoor space is organised effectively to meet all children's needs including those with SEND 05/08/2026

p.6

Action Completion Date

ensure risk assessments are implemented and understood by all leaders and staff to ensure children's safety and welfare 05/08/2026

p.6

Action Completion Date

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following actions by the assigned date:

p.6

Action Completion Date

implement a purposeful curriculum that promotes play and learning in all areas of development to ensure that all children make progress 05/08/2026

p.6

Action Completion Date

ensure staff know and understand the curriculum and how to implement this to meet children's individual needs and support their learning and development, particularly for children with SEND and those who face barriers to learning 05/08/2026

p.6

Address:

Entrance C, Hillingdon Hospital Pield Heath Road Uxbridge Middlesex UB8 3NN

p.7

Address:

Type: Childcare on non-domestic premises

p.7

Address:

Registered person: Busy Bees Nurseries Limited

p.7

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:00

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

About this inspection

The inspectors spoke with leaders, staff, parents and children during the inspection.

p.7

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.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.8

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.8

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.

p.8

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

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.

p.8

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

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 .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.9

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.9