Busy Bees Nursery and Creche

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is inadequate

The leadership and management of the setting is weak because the provider fails to meet the requirements of the early years foundation stage.

The provider does not ensure that the setting's mobile phone policy is implemented into practice to keep children safe. Although staff are aware of the no mobile phone policy, some staff use their personal phones to review and add information to children's online learning records. This is a breach of the setting's child protection procedures.

Staff provide children with some activities based around their interests. However, they do not always know what they want children to... learn from planned activities or what they want them to learn next. Staff do not provide children with a well-planned and sequenced curriculum to help them make the progress they are capable of.

Hygiene practice is poor. Although staff working with the youngest children quickly attend to sick babies in need, they do not consider ways to avoid cross contamination. Staff do not wash toys and resources to help eliminate germs, and they allow the youngest children to continue to put toys in their mouth.

At snack time, the youngest children eat fruit directly from the table top or highchair tray. Staff do not provide them with plates for their fruit, or wash surfaces, such as tables and highchairs prior to use. That said, children are generally happy and settled.

Most children behave well and are learning to share and take turns. They form positive relationships with the caring staff team, who speak to children in a gentle manner. Staff offer children a cuddle if they become tired or upset.

Pre-school children have daily opportunities for fresh air and exercise. They are eager to engage in running races. Staff make sure they are dressed in suitable outdoor clothing to keep them warm and dry.

What does the early years setting do well and what does it need to do better?

The provider of the setting has a named deputy in place to take charge in her absence. However, the provider does not ensure that when they are both absent, such as at the beginning and end of the day, there is a named person, who in their judgement is capable and qualified, to take charge in their absence.The provider has failed to identify the potential misuse of mobile phones at the setting.

Although staff are provided with a copy of the mobile phone policy during their induction, the provider does not ensure that all staff have a secure understanding of the use of mobile phones in the setting. The provider and the staff team do not recognise the potential safeguarding implications of using personal devices, which have the capability to store and share images of children.The quality of teaching and learning that children receive at this setting is weak.

Staff do not have the knowledge and skills to plan an ambitious curriculum. They do not seek information from parents to identify children's starting points, or make ongoing assessments of children's progress to help them plan for their future learning. Although staff plan some next steps for children's learning, these are generic statements and are not specific or precise enough to help children make good progress.

Overall, staff are caring and form warm relationships with children. They share some information with parents about children's time at the setting. For example, staff speak briefly with parents at drop off and collection times, and sometimes add photographs to children's online learning records.

However, staff do not share enough detailed information with parents about children's care needs and achievements, to keep them fully informed about their children's well-being and progress.Staff do not ensure children's good health at all times. They remind older children to wash their hands to eliminate germs before eating their lunch.

However, on their return, staff direct them to sit on the floor to play and listen to a story. Some children lie on the floor to look at books and play with cars, which means their hands are not clean when they eventually sit at the table to eat their lunch.At times, children wait for prolonged periods of time because staff do not make sure routines are organised.

For example, the youngest children wait patiently for staff to prepare and serve their snack. As a result, they become hungry and bored. Older children become restless as they wait for staff to find their wet weather clothes and boots so they can go outside to play.

Staff have some expectations for children's behaviour. Children learn the settings rules because staff offer gentle reminders throughout the day. For example, they remind children to use kind hands and walking feet.

Staff position themselves around the learning environment to make sure children are appropriately supervised. However, staff do not always recognise and remove risks to children's safety and well-being. For example, they allow children to play in the garden with a large wooden stick, which children excitedly wave around before using it to hurt another child.

Safeguarding

The arrangements for safeguarding are not effective.There is not an open and positive culture around safeguarding that puts children's interests first.

What does the setting need to do to improve?

To meet the requirements of the early years foundation stage, the provider must: Due date ensure there is a named person who is suitably qualified and capable to take charge in the absence of the management team 08/11/2024 ensure all staff have a secure understanding of the setting's mobile phone policy, to safeguard children at all times 08/11/2024 ensure staff receive appropriate training and professional development opportunities, that improve their knowledge and skills and enable them to provide children with an ambitious curriculum which meets their individual needs 22/11/2024 ensure staff seek detailed information about children's prior learning from parents when children first start, to help inform initial assessments and plan for children's learning from the outset 08/11/2024 ensure staff make regular and accurate assessments of children's learning to identify where they are in their development 08/11/2024 ensure staff plan precise and individual next steps for children's learning, to help them make the best possible progress from their starting points 08/11/2024 improve partnerships with parents, to ensure a two-way flow of information is shared about their children's care needs and achievements 08/11/2024 improve hygiene practices to ensure children's good health is fully supported at all times 08/11/2024 ensure staff make effective use of risk assessments to identify and reduce hazards to children's safety and well-being 08/11/2024 organise daily routines more effectively to ensure that they meet the individual needs of children at all times.

08/11/2024