Busy Bees (Marshalswick) LtdOfsted report card, 15 Sept 2026

Busy Bees (Marshalswick) Ltd

Unique reference number (URN): EY343615 Address: Baptist Free Church, 4 Sherwood Avenue, ST. ALBANS, Hertfordshire, AL4 9QL Type: Childcare on non-domestic premises Registered with Ofsted: 02/11/2006 Registers: EYR, CCR, VCR Registered person: Busy Bees (Marshalswick) 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

Overall, children, including those with special educational needs and/or disabilities and those who speak English as an additional language, make progress from their individual starting points across all areas of their learning. Children develop their language skills as they listen attentively to stories and confidently join in with familiar words and phrases. They eagerly repeat words such as 'whoosh' and demonstrate growing understanding of stories.

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Achievement Expected standard

Children confidently explore a wide range of sensory, practical and creative experiences. They manipulate dough, use child-safe scissors and experiment with objects and materials that can be used in different ways, developing increasing coordination and control. Children enjoy transporting balls between cups and show curiosity while washing cups and saucers in water. This helps them develop their understanding of the world around them through play. In the creative area, children independently choose materials and enjoy sticking and gluing to create individual collages. This supports their creativity, builds confidence in making choices and develops their fine-motor skills.

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Achievement Expected standard

Children are typically confident, curious learners who readily explore their environment and show enjoyment in their learning. They develop increasing independence, imagination and confidence, helping to prepare them for the next stage of their learning and development.

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Behaviour, attitudes and establishing routines Expected standard

Leaders have established a positive environment where expectations for behaviour and routines are understood by children. Most children respond positively to staff instructions and are familiar with daily routines. For example, staff use a tambourine as a consistent cue to signal when it is time to stop playing and prepare for lunch. Children listen well, respond promptly and eagerly help to tidy resources. They work cooperatively to return equipment, developing responsibility and an understanding of shared expectations.

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Behaviour, attitudes and establishing routines Expected standard

Children form positive relationships with their peers. They play well alongside each other and enjoy using their imaginations to create puppet shows together. These experiences support children to learn to collaborate, share experiences and develop friendships. Staff build secure relationships with children and typically act as positive role models. They generally manage behaviour well and are inclusive when considering children's individual needs, supporting them to meet expectations. However, at times, when younger children become disengaged or begin to participate in less purposeful play, staff do not always respond swiftly enough to refocus them on meaningful learning experiences. Consequently, children do not consistently access purposeful learning that builds on what they know and can do.

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Behaviour, attitudes and establishing routines Expected standard

Leaders promote the importance of regular attendance and work closely with families to establish consistent routines. They monitor attendance and take timely action when concerns arise, helping children attend regularly and benefit from the learning opportunities available.

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Children's welfare and wellbeing Expected standard

Leaders place importance on helping children and families become familiar with the nursery before children start. Parents are invited to summer stay-and-play sessions, giving families opportunities to meet staff, explore the environment and become familiar with routines. Children are offered settling-in sessions, with additional settling sessions provided to those children who face barriers to their learning. Leaders gather information about children and their families and use this to support positive transitions. For example, staff incorporate children's interests, such as water play, into their early experiences. These responsive arrangements help children feel safe, secure and emotionally supported as they settle into the nursery.

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Children's welfare and wellbeing Expected standard

Staff promote children's health, physical development and personal safety through consistent routines and close supervision. Children are familiar with mealtime routines and independently wash their hands before sitting at the table. Staff follow safer eating practices, supervise children closely and encourage them to chew their food properly. Staff sit alongside children, providing reassurance while making mealtimes positive social experiences.

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Children's welfare and wellbeing Expected standard

Children generally develop independence and self-care skills during meals. They learn to pour their own milk from small jugs, and, typically, older children open their food containers independently. These experiences support coordination and confidence. Staff talk positively about healthy foods and encourage children to eat their main meal before pudding, helping them develop an emerging understanding of healthy choices.

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Curriculum and teaching Expected standard

Leaders and staff plan a responsive curriculum which includes 'in-the-moment' opportunities, allowing staff to follow children's interests and respond to their learning as it develops during play. Staff adapt teaching well to support children who face barriers to their learning, helping them to make progress in their development.

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Curriculum and teaching Expected standard

Staff typically support children's communication and language through modelling language and using simple questions. Cosy book areas provide children with opportunities to share stories. Staff use puppets to bring stories to life, while children enjoy lifting flaps and exploring pictures. Most staff effectively introduce new language during children's play and use questions to extend their vocabulary. However, this is not yet consistent across the whole team, for example, some staff do not provide sufficient opportunities for children to hear new words and practise new vocabulary.

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Curriculum and teaching Expected standard

Staff plan varied physical activities, such as obstacle courses and balancing stones, and extend these experiences for older children by offering greater challenge. They supervise closely as children walk along beams and climb ladders. These opportunities help staff promote children's physical development across all ages.

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Curriculum and teaching Expected standard

Leaders oversee a curriculum that supports early mathematical understanding. Staff offer practical counting and sorting activities, including using tweezers to sort coloured bears and bugs, and provide visual numbers to help children count and connect quantities with numerals.

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Inclusion Expected standard

Since the last inspection, leaders have strengthened their support for children who speak English as an additional language. They work closely with families to understand children's home languages, experiences and individual needs. Staff use visual flashcards and real objects to help children understand routines, anticipate transitions and communicate their choices. They adapt story times through the use of additional staff, puppets and props. As a result, children who speak English as an additional language are increasingly able to participate in routines, engage in learning and typically develop their communication skills.

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Inclusion Expected standard

Leaders provide individualised support for children with special educational needs and/or disabilities. They identify and assess children's needs and work closely with parents and external professionals, adapting support accordingly. Staff use simple language, signing and communication games, such as 'ready, steady, go', to encourage children to communicate and engage with others. Staff provide responsive support and adapt experiences to meet children's sensory needs. For example, children enjoy the sensory feeling of water play.

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Inclusion Expected standard

Leaders use additional funding effectively to provide resources that meet children's individual needs. They work with families to identify suitable resources, including sensory and cause-and-effect equipment, which can be used both at the setting and at home. Regular communication with parents and professionals helps leaders review the support provided and make changes as children's needs develop.

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Leadership and governance Expected standard

Leaders have taken timely and effective action to drive improvements across the nursery. They demonstrate a proactive approach to improvement and maintain oversight of the quality of practice. Leaders have introduced a range of strategies to maintain standards, monitor staff performance and ensure that improvements are sustained.

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Leadership and governance Expected standard

Leaders have strengthened professional development to ensure staff understand the intended end points of the curriculum. This has increased staff confidence in identifying when children may not be developing as expected and in discussing concerns with leaders. Staff are better equipped to identify appropriate support and adapt practice to meet individual needs. Professional development in supporting children who speak English as an additional language has strengthened staff knowledge and skills, enabling them to provide more effective support.

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Leadership and governance Expected standard

Leaders monitor staff performance through regular appraisals, alongside one-to-one discussions and ongoing feedback. Staff have clear targets to work towards and demonstrate a positive willingness to improve. Peer observations encourage staff to share feedback and reflect more closely on their practice. Leaders prioritise staff wellbeing, working closely together to support staff and create opportunities for staff to feel valued and connected. Leaders maintain open and trusting relationships with parents. Parents receive weekly memos, reminders and daily feedback about their children's experiences, progress and wellbeing. Home-learning opportunities further strengthen partnerships, including sharing sounds of the week and encouraging families to bring in resources linked to the weekly focus letter.

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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 are happy and settled at the setting. They receive a warm welcome as they arrive and feel secure because staff speak with their parents to understand how they are feeling and what they may need throughout the day. Children who face barriers to learning, including those who speak English as an additional language, are fully included and can access the environment confidently. Visual cues help children understand what is happening and communicate their choices, including whether they would like a snack.

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

Children are familiar with the routines throughout the day. For instance, they know to sit on the carpet, ready to participate. Staff involve children in deciding what they would like to see and do, giving them opportunities to make choices. Children choose their favourite song 'Walking Through the Jungle', and staff use puppets to bring the song to life as they introduce different animals. Children are encouraged to select the corresponding puppets as each animal is introduced, and show familiarity with the song by confidently joining in with the actions.

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

Children enjoy a range of additional activities that extend children's experiences beyond the core curriculum. Forest school sessions provide children with regular opportunities to explore and learn about nature. Children enjoy collecting sticks and leaves and talk with staff about their different sizes. They build bug houses and take part in treasure hunts, developing their curiosity and understanding of the natural world. Children develop an understanding of risk through experiences such as climbing trees, with appropriate support from staff. Regular ballet sessions further support children's physical development, particularly their balance and coordination.

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

Children develop secure and trusting relationships with staff, who know them well and respond to their individual needs. They are settled and comfortable in the setting and typically demonstrate positive behaviour. Children approach their learning with enthusiasm, supported by the secure relationships. This helps them develop emotional security, resilience and typically positive attitudes towards learning.

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Next steps

Leaders should support all staff to provide language-rich interactions and frequent opportunities for children to hear, practise and use new vocabulary. Leaders should support staff to respond more swiftly when younger children become disengaged, helping them to re-engage in purposeful play and learning.

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About this inspection

The inspector spoke with leaders, staff, the special educational needs coordinator, parents and children during the inspection.

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Address:

Baptist Free Church 4 Sherwood Avenue ST. ALBANS Hertfordshire AL4 9QL

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Busy Bees (Marshalswick) Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:45 - 15:00,Monday,Tuesday,Wednesday,Thursday,Friday : 08:45 - 13:00,Monday,Tuesday,Wednesday,Thursday,Friday : 08:45 - 09:30,Monday,Tuesday,Wednesday,Thursday,Friday : 13:00 - 15:15

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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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Children numbers

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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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

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

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