Busy Bees Day Nursery at Sale

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About Busy Bees Day Nursery at Sale

Name Busy Bees Day Nursery at Sale
Ofsted Inspections
Address 90 Glebelands Road, Sale, Cheshire, M33 6LU
Phase Childcare on Non-Domestic Premises, Full day care
Gender Mixed
Local Authority Trafford
Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children of all ages enjoy days full of interesting learning at this nursery. They arrive eager to play with their friends. Due to the restrictions of the COVID-19 pandemic, leaders had noticed some children come in happier when parents do not enter the nursery.

Parents can now choose to drop off at the door or accompany their children into the rooms, where staff greet them warmly. Older children show their curiosity and imagination during outdoor play. They climb on low-level beams and pretend to jump into the sea.

Younger children laugh as they splash in water and carefully pour it between containers. Staff encourage... children to explore the texture of pumpkins. They use spoons and knives to safely scoop out and mix the seeds.

Activities, such as these, help children to develop strength in their hands in readiness for when they start to write.Children concentrate intently as they listen to interesting stories. Children show that they feel safe at nursery as they are keen to involve staff in their play and discussions.

Babies approach staff for comfort, particularly when they are feeling tired. Staff have high expectations of all children. They use praise consistently.

As a result, children behave well; this will benefit them when they start school.

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

Staff are enthusiastic and motivated. They are led by leaders who strive to provide a high standard of care and education.

Staff practice is monitored regularly. However, feedback and professional development opportunities offered to staff are not always sharply focused to ensure that the highest quality of teaching is consistently achieved.Children learn about those who help them in the community.

For example, they read books and discuss how the emergency services help people. This helps children develop respectful attitudes. However, opportunities to learn about the culture and heritage of those attending the nursery have not yet been fully explored.

This means children's understanding of diversity in modern Britain is less well developed.Staff say that they are valued and respected. Management values staff well-being; they ensure staff are recognised for their hard work.

However, some inexperienced staff are responsible for a high number of key children. These members of staff have a large workload and do not always plan incisively enough for what children need to learn next. As a result, some children do not always learn skills in the right order.

Managers focus the curriculum on communication and language development for all children. Staff's interactions with children are of good quality. They consistently model correct language and ask children questions that start lively discussions.

Children of all ages enjoy interactive and enjoyable song and storytelling sessions. These activities help children to become confident communicators.Children are physically active.

They happily climb and run outside in the fresh air and join in with dancing and yoga classes indoors. Staff support children to learn about keeping their teeth healthy through toothbrushing and eating healthy foods. Children are independent; they serve their own food for lunch and pour their own drinks from a water fountain throughout the day.

As a result, children know how to make choices to benefit their health.Partnerships with parents are strong. Parents feel supported and give positive feedback about the nursery.

They receive detailed information about their children's experiences. The manager provides parents with access to an extensive lending library. This means children can take a book home and share with their families.

As a result, children look forward to swapping their book and develop a real love of reading.


The arrangements for safeguarding are effective.Leaders and staff are committed to safeguarding children's welfare.

They accurately identify the potential signs and symptoms that may indicate that a child is at risk of harm. Staff know the procedures to follow if they are concerned about children's welfare or the practice of another member of their team. Leaders ensure staff keep their knowledge and skills up to date.

Risk assessments of the environment are carried out daily; older children help with this task. As a result, children learn how to keep themselves safe.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: focus opportunities for staff development more precisely, to improve staff knowledge of the areas that they teach so that teaching is always of the highest quality nenhance opportunities for all children to celebrate their own cultural background and to understand differences and similarities between people, cultures and communities different to their own review the key-person system to ensure that all staff can consistently support children to make the best possible progress.

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