Busy Bees Day Nursery at Bristol, Emersons Green

Busy Bees Day Nursery at Bristol, EmersonsGreen
Unique reference number (URN): 136018
Address: St. Lukes Close, Emersons Green, Bristol, Avon, BS16 7AL
Type: Childcare on non-domestic premises
Registered with Ofsted: 17/04/2000
Registers: EYR
Registered person: Busy Bees Day Nurseries (Trading) Limited
Inspection report: 21 May 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement

Strong standard
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.
How we evaluate safeguarding
When we inspect settings for safeguarding, they can have the following outcomes:
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.
Inclusion Strong standard
Leaders and staff have consistently high expectations for all children. They ensure that all
children, regardless of their starting points or individual needs, have the support that they
need to reduce barriers to their learning. Leaders work closely and effectively with parents
and carers and external professionals to gather detailed information about each child. This
enables them to plan and implement tailored support and provide adaptations that meet
children's individual needs. As a result, children feel safe, secure and emotionally supported.
This promotes their confidence, wellbeing and ability to make progress in their learning and
development.
Leaders provide additional supervision for children when needed. For instance, through one-
to-one support where appropriate, children receive focused attention to help them engage
more fully in learning opportunities. Leaders also make effective use of internal funding to
provide families with additional sessions, enabling children to benefit from more consistent
support. Leaders work closely with parents and staff to ensure that any additional funding is
used to meet the needs of the children it is intended for.
Leaders also place an emphasis on supporting families. They work in close partnership with
parents, offering guidance, reassurance and practical support. For instance, staff assist
parents in accessing external services and professionals. They attend meetings alongside
parents where needed. Staff provide clear information so that families feel confident
navigating support systems. This strengthens relationships with families. It also ensures
continuity of care for children between home and the nursery.

Expected standard
Achievement Expected standard
All children receive the support that they need to help them to make progress with their
development. Most children are confident and keen to learn, and children are well prepared
for the next stage in their learning, overall.
Children learn to be independent at meeting their own needs. Younger children help to find
their coats and shoes as they prepare to go in the garden. Toddlers confidently fetch tissues
to wipe their noses when needed. Older children are independent, keen and confident to
learn. They demonstrate confidence in recognising and matching numbers. Older children
enjoy doing paintings and drawing. They describe themselves as 'artists' after learning about
famous artists. As children build on their knowledge and skills, gaps in their learning are
beginning to narrow. Overall, children develop their language and communication skills well.
Reducing noise in the environment will further support this development.
Behaviour, attitudes and establishing routines Expected standard
Leaders and staff provide a calm environment. Staff are responsive to the needs of children
and this is evident in children's behaviour. Overall, children behave well. Staff act as positive
role models to children, who are polite and friendly. Staff praise children and provide lots of
encouragement. Children have warm and trusting relationships with staff. For instance,
younger children cuddle into staff for comfort and older children enjoy playing games where
they copy actions that staff lead. Children watch closely and follow the actions as they
pretend to make imaginary pizzas.
Leaders and staff monitor children's attendance. They work with parents and carers to
ensure that children are able to access sessions to provide the routine and consistency that
they need. Leaders have been working on the routines of the day. They recognise that this is
something that needs to change with the needs of the children. At times, staff do not
consider how best to use routine times to ensure that children are able to focus and remain
engaged in group activities. For instance, children often distract each other as group times
run at the same time and the environment becomes noisy. This impacts on how well children
can listen and remain engaged in their learning.
Children's welfare and wellbeing Expected standard
Leaders and staff support children's welfare and wellbeing effectively. The use of the key-
person systems helps children and families to build relationships and feel secure. Staff know
children's routines and provide focused care. Babies form secure attachments to the staff
caring for them. They cuddle into staff and enjoy singing songs and looking at books
together. Older children form relationships with staff and their peers.
Leaders place a focus on children's health. For instance, they help parents and carers to
access a dentist for their children through working with professionals in the area. Staff
encourage children to follow hygiene practices; they provide healthy meals and they offer
toothbrushing packs for children and their families.

Staff also support children's emotional wellbeing effectively. They help children to feel
welcomed by building relationships with families. Staff use what they know about children's
backgrounds and cultures to celebrate their individuality. Staff gather information about the
languages children speak at home to support their communication and promote inclusion.
They use this knowledge to help children to feel valued and understood.
Curriculum and teaching Expected standard
Leaders focus their curriculum on promoting all children's learning and development through
experiences and planned opportunities around all areas of learning. Leaders and staff know
children well. They use what they know about children, their individual needs and their
previous experiences to engage them in their learning and play.
Staff interactions are warm and supportive. Across the nursery, there is a focus on
promoting children's communication and language skills. Staff consistently model language
throughout the day, introducing new vocabulary, repeating words and extending
conversations through purposeful questioning and commentary. This helps children to build
confidence and develop their communication skills. As a result, children become more
confident communicators. They willingly join in with imaginative play and engage with
others. However, at times, staff have not considered how the noise in neighbouring rooms
impacts on how well younger children can participate in group activities. Some children
become distracted and cannot concentrate fully during singing and story times.
Leaders recognise that some children have fewer opportunities to be physical and develop
their physical abilities. They ensure that all children benefit from regular access to the
outdoor learning environment. Children enjoy being outdoors. They demonstrate eagerness
to climb, use equipment and develop their physical confidence. Staff encourage and praise
children for their achievements. However, at times, staff do not fully extend children's
learning, as some activities and experiences are too simple. Children rush through the
activity and spend time waiting for staff. Nevertheless, children show enthusiasm and are
eager to participate.
Leadership and governance Expected standard
Leaders suitably understand the needs and experiences of the children and families who
attend the setting. They regularly reflect on their practice to prioritise their focus. For
instance, they work closely with parents and carers to promote good oral hygiene as they
recognise the challenge families are facing to access a dentist in their area. Leaders run
initiatives on toilet training to help raise confidence with parents and staff. This helps
children to be independent and confident at using the toilet before they leave to go to
school.
Leaders are prioritising helping staff to implement their curriculum due to the different
experiences of the staff team. Staff do not benefit from consistent support to extend
children's learning further. At times, some activities that staff provide are not pitched at the
right level for children. This impacts on children's interest in learning. Overall, parents are
complimentary about the support that their children receive. Parents praise the support that
their children get to reduce the barriers to their learning. Leaders work closely with other
professionals to keep children safe and to provide the support that they need.

Staff speak positively about their work environment. They say that leaders are supportive
and that they are flexible to their needs. Staff have access to professional development
opportunities and take part in learning in the local area, alongside other professionals. They
reflect positively on their learning opportunities. Leaders recognise that routines need to be
changed regularly to meet the needs of children. However, they do not consider the impact
that routine group times have on the noise levels in the environment. This impacts on
children's ability to listen and remain engaged. Staff have not considered how to plan these
times better to minimise the distraction to children.
What it's like to be a child at this setting
Children arrive happy and confident as they separate from their parents and carers. They
settle quickly into their play. Leaders and staff provide a warm and welcoming environment.
They greet children positively and help them to feel safe and secure. As a result, children
form deep attachments with staff and demonstrate that they feel cared for. Children show
confidence as they choose where they would like to play. They eagerly explore the activities
on offer.
Children know the routine of the day and move confidently through familiar transitions. For
example, they settle in for breakfast on arrival, where staff sit with them and engage in
conversations. This supports children's social development. Children develop positive social
skills as they interact with others, taking turns, sharing resources and engaging in group
experiences.
Staff use their knowledge of children's needs to tailor experiences effectively. Babies benefit
from a calm and nurturing environment where staff respond sensitively to their needs. This
helps them to feel secure. Older toddlers enjoy exploring a range of activities, such as
painting and digging in the sand, showing curiosity and engagement. Older children take
part in group games, laughing and chasing each other in the garden as they use their
imaginations in play. This demonstrates that children enjoy their learning and are motivated
to take part.
Children learn to share the resources independently, with some support from staff. For
instance, they fetch the sand timers to wait for their turn with the toys. Overall, children
make progress from their individual starting points. They develop confidence, independence
and key skills that support their learning.

Inspector:
Victoria Nicolson
About this setting
Unique reference number (URN): 136018
Address:
St. Lukes Close
Emersons Green
Bristol
Avon
BS16 7AL
Type: Childcare on non-domestic premises
Registration date: 17/04/2000
Registered person: Busy Bees Day Nurseries (Trading) Limited
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority: South Gloucestershire
Next steps
Leaders should strengthen the support for staff, to extend children's learning and enable
them to progress even further.
Leaders should support staff to develop routine group times across the setting to minimise
disruption, to improve children's engagement in learning.
About this inspection
The inspector spoke to managers, staff, parents and carers, children and the special
educational needs coordinator during the inspection.
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.

Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 21 May 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
105
Our grades explained
Exceptional
Practice is exceptional: of the highest standard nationally. Other settings can learn from it.
Strong standard
The setting reaches a strong standard. Leaders are working above the standard expected of
them.
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.
Needs attention
The expected standards are not met but leaders are likely able to make the necessary
improvements.
Urgent improvement
The setting needs to make urgent improvements to provide the expected standard of
education and/or care.

The Office for Standards in Education, Children's Services and Skills (Ofsted) inspects
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and regulates services that care for children and young people.
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