Busy Bees Day Nursery at Bristol Barrs Court

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About Busy Bees Day Nursery at Bristol Barrs Court

Name Busy Bees Day Nursery at Bristol Barrs Court
Ofsted Inspections
Address Stoneleigh Drive, Barrs Court, Bristol, Avon, BS30 7EJ
Phase Childcare on Non-Domestic Premises, Full day care
Gender Mixed
Local Authority SouthGloucestershire
Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children arrive happily, and kind, caring staff greet them. Staff are good role models. Children follow their example and are kind, polite and respectful to others.

For example, pre-school children help each other to pour water into bowls as they make play dough. Children show that they feel safe and secure. They understand and follow the nursery routines from a young age.

For example, they independently make their way inside for snack time. Children learn to be responsible for small tasks to nurture their independence and self-confidence. For example, older children scrape their own plates after eating and tidy away r...esources before story time.

Staff extend children's communication and language skills well. They add new words to extend children's vocabulary, narrate children's play to give their actions meaning and repeat unclear speech to help children learn to pronounce words correctly. Children enjoy plenty of exercise to help keep them healthy and to develop their physical skills.

For example, babies explore low climbing equipment with support and older children learn to use pedal bicycles. The curriculum is well organised to help ensure that all children make good progress and that they are well prepared for the next stage in their education, including school.

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

Leaders and managers plan a well-balanced curriculum that focuses on developing children's social, emotional, communication and physical skills.

Staff support children to become independent and confident learners. They follow children's interests to extend children's learning. For example, staff introduce currency into children's play as they pretend to serve food in the play kitchen.

Staff use assessment well to identify any gaps in children's learning, which they quickly act on. The special educational needs and/or disabilities coordinator works closely with staff, external professionals and parents to ensure that children with additional needs receive the support they need to make good progress.Children behave well.

Staff teach children the potential consequences of their actions to help them learn to manage their own behaviour. For example, they remind children not to run inside and explain what might happen if they do. Staff intervene effectively when children disagree, and they encourage them to talk about how they are feeling.

Staff hold good-quality, back-and-forth conversations with children. They introduce new words such as 'planet' and 'telescope' as children play, to broaden their vocabulary. Staff use effective communication methods for children who are not yet able to verbally communicate, such as signing, gestures and facial expressions.

Staff are attentive to children's cues as they communicate their needs and wants.Children enjoy plentiful stories, rhymes and songs to support their literacy and language development. For example, children join in and sway as staff sing songs about the toy animals they are playing with.

At story time, a baby wants to 'read' a book to the group, and staff allow them to sit on the sofa and do this, which builds self-esteem.Children enjoy a variety of sensory and fine motor activities to develop hand-to-eye coordination and their sense of exploration. For example, babies explore with water, using funnels and bowls to 'bath' the animal toys.

Pre-school children make play dough, building their muscles as they pour water from jugs and stir the mixture with spoons.Staff provide healthy, nutritious and well-balanced snacks and meals for children. However, at times, staff deliver toast and fruit to rooms before children are ready to eat.

This means the food becomes less appealing and more difficult for children to eat and enjoy.Staff organise suitable activities to support children's learning and development. However, during group activities, some staff do not fully consider what they want children to learn in order to guide their interactions and enable them to support children to build on what they already know and can do.

The manager spends any additional funding they receive effectively and for the intended children. For example, they provide extra resources for children to use at home and at the nursery to extend their learning and meet their individual care needs.Parents report that they are happy with the care and learning their children receive and that their children enjoy spending time at the nursery.


The arrangements for safeguarding are effective.There is an open and positive culture around safeguarding that puts children's interests first.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: support less confident staff to plan and implement group activities more effectively to enable them to consistently build on what children already know and can do norganise snack time more effectively so children can fully enjoy the food on offer.

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