Busy Bees Day Nursery at Market Harborough

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About Busy Bees Day Nursery at Market Harborough

Name Busy Bees Day Nursery at Market Harborough
Ofsted Inspections
Address Torch Way, off Northampton Road, Market Harborough, LE16 9HL
Phase Childcare on Non-Domestic Premises
Gender Mixed
Local Authority Leicestershire
Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children arrive happy to this calm and welcoming nursery.

Staff recognise that since the COVID-19 pandemic, some children need more support when they start nursery. They adapt settling-in sessions to suit the needs of children, helping them to settle quickly. Children have good relationships with staff and each other.

Children happily play together, smiling as they say 'you are my friend'. Staff give cuddles to babies when they are tired, helping them to settle. Staff praise children when they show them pictures they are proud of.

This builds upon children's self-esteem.Children show a positive attitude toward...s their learning. Staff provide a wide range of activities that reflect children's interests.

Babies develop their physical skills by squashing play dough into cupcake cases and delight in splashing in water. Pre-school children take part in a yoga session. They practise balancing and experiment with different ways of moving and stretching.

Staff teach children how to use tools safely. They show children how to use knives to cut their food at lunchtime. Children of all ages enjoy being outside.

Staff teach toddlers to take it in turns as they climb steps up a slide. They excitedly shout 'go!' as they slide down.

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

The manager spends time in the rooms, carrying out observations of staff practice.

She gives staff feedback, helping them to enhance their practice. The manager carries out supervisions with staff and checks in on their well-being regularly. A wide array of training is offered to staff, helping them to continually develop their skills and knowledge.

Staff state that they feel supported by the manager and others around them.Parents say that staff are 'super friendly' and have good relationships with their children. Staff inform parents about what their children learn at nursery by sharing activity ideas with them.

This enables parents to carry learning on at home.Staff carry out observations and assessments on children. This enables them to identify any gaps in children's development and act accordingly.

Staff work alongside other professionals to develop individual support plans to help children progress in their learning. The manager uses additional funding appropriately. For example, children who need it the most have one-to-one sessions to support their individual needs.

Staff plan activities to further develop what children already know and can do. For example, pre-school children closely examine tulips, drawing what they see. Children confidently recall that bees like flowers and 'collect yellow bits'.

Staff extend this and introduce the word 'pollen' to them.Staff support children to extend and develop their vocabulary. Staff encourage babies to copy words during play.

Toddlers learn about different types of seeds as they take part in a planting activity. Staff introduce names of seeds and words such as 'bulbs'. Children develop a love of books as they intently listen to staff enthusiastically reading stories.

However, at times, staff can be overly enthusiastic and ask too many questions in quick succession. They do not give children enough time to think and respond.Staff provide numerous opportunities for children to develop their mathematical skills.

Pre-school children concentrate as they confidently count to 12 when counting teeth. Toddlers learn to recognise what seeds are big and which ones are small, allowing them to make comparisons.Children behave well.

They follow staff's instructions and are aware of the routines of the day. Staff teach children about emotions and feelings. They read familiar stories to help children understand how others might feel.

For example, pre-school children say 'it's not nice' and pull sad faces when a troll shouts at goats.Staff promote the importance of having good health routines. Pre-school children eagerly share their knowledge with visitors saying, 'you clean your teeth so they don't have germs' as they take part in a teeth-brushing activity.

Staff teach children about healthy foods as they discuss what vegetables they have for their lunch. Children develop their independence by pouring their own drinks. However, on occasions, staff can be too helpful and do not encourage children to do things for themselves.


The arrangements for safeguarding are effective.Staff have good awareness of the signs and symptoms of different types of abuse that children can be subjected to, including female genital mutilation. They know who to report concerns to about staff or children, and the importance of doing this swiftly.

Staff refresh their safeguarding knowledge on a regular basis by taking part in training sessions. This allows staff to protect children from potential harm. The manager is aware of her responsibilities as designated safeguarding lead.

She follows safer recruitment procedures, carrying out relevant checks on staff to ensure their suitability to work with children. The nursery is safe and secure.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: give children more time to think about and respond to questions further develop children's independence skills by consistently allowing them to carry out tasks by themselves.

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