BusyBodies Private Day Nursery

BusyBodies Private Day Nursery
Unique reference number (URN): 2796713
Address: Howker Lane, North End, Raskelf, York, North Yorkshire, YO61 3LF
Type: Childcare on non-domestic premises
Registered with Ofsted: 25/06/2024
Registers: EYR, CCR, VCR
Registered person: Live Wires Club Limited
Inspection report: 19 February 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement
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.

Expected standard
Achievement Expected standard
All children make secure progress from their individual starting points. They gain the
knowledge and skills needed for their next stage of learning, particularly in communication
and language. Daily songs, stories and carefully planned language experiences support
children to extend their vocabulary and express their thoughts with growing confidence. Staff
support children who speak English as an additional language through the consistent use of
key words, visual prompts and targeted communication and language support. This helps
children's understanding and participation. As a result, they develop into confident
communicators who engage positively with others.
Children, including those with special educational needs and/or disabilities, those known to
social care and disadvantaged children, take part in purposeful learning experiences tailored
to their needs. Effective support helps them build confidence, resilience and independence
over time. Consequently, all children are well prepared for their eventual move to school and
for future learning.
Behaviour, attitudes and establishing routines Expected standard
Leaders and staff create a positive environment where behaviour expectations are typically
understood. Children are kind and caring and behave well. Staff recognise each child's
behavioural needs and adapt their approach to match age, stage and individual
circumstances. Staff act as positive role models and give gentle reminders to guide
behaviour. They teach children to take turns, share resources and resolve minor
disagreements cooperatively. However, staff do not always explain the impact of unwanted
behaviour clearly. For example, when children leave the table with food in their mouths, staff
tell them to sit down. They do not explain that this prevents choking and keeps them safe.
Similarly, when children take toys from others, staff say 'no' without explaining how this
affects their friends. As a result, some children do not fully understand the consequences of
their actions. This limits their understanding of how their behaviour influences others.
Relationships between staff and children are warm and respectful. Children seek
reassurance from familiar adults and respond positively to praise and guidance. As a result,
children are confident and well mannered. Leaders promote regular attendance and
punctuality. They remind parents about the importance of consistent daily routines.
Children's welfare and wellbeing Expected standard
Leaders and staff have embedded a secure key-person system that promotes continuity and
consistency of care. Responsive relationships are evident between key persons and
children. Staff know families well and gather detailed information about routines, health
needs and backgrounds. Individual care plans, including those for allergies and dietary
requirements, are thorough and regularly reviewed with parents and relevant professionals.
Consequently, children with special educational needs and/or disabilities, disadvantaged

children and those known to social care receive tailored support that reduces barriers to
their learning and wellbeing.
Care practices promote children's health effectively. Nutritious meals and healthy snacks are
provided daily, supporting growth and readiness to learn. Staff encourage positive attitudes
towards food and independence at mealtimes. Regular physical activity, including weekly
forest school walks, helps children develop coordination and confidence. Staff model good
hygiene and support older children to wash their hands independently, while younger
children and those with additional needs receive appropriate guidance.
Children are supported to recognise and manage their emotions through warm, consistent
interactions. They seek comfort from familiar adults and are reassured sensitively. Sleeping,
feeding and weaning routines are carefully tailored to individual needs, ensuring children
feel secure, settled and ready to engage in learning.
Curriculum and teaching Expected standard
Overall, leaders demonstrate a secure understanding of the curriculum and identify areas for
improvement. They use observations to make targeted changes to staff development and
curriculum delivery. Staff use ongoing assessment to establish what all children know and
can do and plan from their different starting points. Staff provide additional support and
make reasonable adjustments to ensure all children can participate fully.
Children independently access a well-organised environment offering a broad range of
experiences. Staff build on children's interests and extend their thinking during play. For
example, when making dough, children compare the weight of flour and salt using scales,
and staff introduce mathematical language such as 'heavier' and 'lighter'. However, some
adult-led activities are not yet consistently matched to children's ages and stages. For
instance, daily phonics sessions are pitched too high for some 2-year-olds, which reduces
engagement.
Staff promote communication and language effectively. Babies enjoy daily songs and stories
that build early listening skills, while older children benefit from purposeful questioning and
meaningful conversations. Staff introduce new vocabulary, such as 'pak choi', and
encourage children to repeat and use it in context. Children's social and emotional
development is supported well. They seek reassurance from familiar adults and receive
warm responses that help them feel secure. Children regularly strengthen their physical
skills through indoor and outdoor play, developing coordination, balance and independence
as they balance across planks. This prepares children well in readiness for their next stage
of learning.
Inclusion Expected standard
Leaders establish a culture of inclusion where every child's needs are recognised, valued
and acted upon. They identify when children require additional support, ensuring that
children with special educational needs and/or disabilities, disadvantaged children and those
known to, or previously known to, children's social care receive tailored support.

Leaders work closely with external professionals, such as dietitians and occupational
therapists, to agree clear targets and strategies. They monitor children's progress carefully
and review the impact of support to ensure interventions are effective. Reasonable
adjustments, such as adapting activities, modifying the environment and providing additional
guidance, reduce barriers and promote engagement for all children. Leaders provide regular
training, coaching and supervision so staff confidently identify emerging needs and plan
appropriate support alongside families and professionals.
Additional funding is used purposefully to improve outcomes for disadvantaged children. For
example, funding has been invested in high-quality role-play resources to extend language
and imagination. In addition, it also contributes towards providing hot meals, supporting
children's health and readiness to learn.
Children known to children's social care are particularly well supported through effective
multi-agency working and secure key-person relationships. Staff know these children well
and plan carefully for their ongoing learning and emotional wellbeing, helping them make
sustained progress from their starting points.
Leadership and governance Expected standard
Overall, partnerships with parents are positive and well established. Staff provide daily
handovers, regular updates and photos to keep families informed about children's
experiences. Parents value the home-from-home environment and praise the approachable
and caring staff team. However, systems to share children's next steps are not yet fully
effective. In addition, home learning ideas are not routinely provided to parents. This limits
continuity between home and the nursery.
Leaders demonstrate a clear understanding of the nursery's strengths and areas for
development. For example, they have recently reviewed curriculum planning and introduced
a designated planning lead to ensure activities link more precisely to children's next steps.
They work together with external agencies to continue to drive improvement. Leaders and
those responsible for governance make decisions that prioritise children's needs, particularly
for disadvantaged children, those with special educational needs and/or disabilities and
those known to children's social care.
Staff receive regular supervision, observations and team meetings to support professional
development. Training opportunities have a positive impact on practice. For example, recent
training has developed staff's knowledge further around supporting children's early
communication skills. Leaders consider staff workload and wellbeing, fostering an open
culture where staff report they feel supported and valued.

Compulsory Childcare Register requirements
This setting has met the requirements of the compulsory part of the Childcare Register.
How we check if a provider meets the requirements of the Compulsory Childcare
Register
When we check if settings meet the Compulsory Childcare Register requirements, they can
have the following outcomes:
Met
Not met
Voluntary Childcare Register requirements
This setting has met the requirements of the voluntary part of Childcare Register.
How we check if a provider meets the requirements of the Voluntary Childcare
Register
When we check if settings meet the Voluntary Childcare Register requirements, they can
have the following outcomes:
Met
Not met
What it's like to be a child at this setting
Children begin each day with familiar routines that promote security and readiness to learn.
They form warm, trusting relationships with staff who understand their individual needs and
know them well. An effective key-person system, supported by robust settling-in
arrangements, ensures children feel safe, valued and well cared for. For example, staff tailor
support for children who find separation difficult by encouraging them to bring comfort
objects from home. As a result, children settle quickly and approach their day with
confidence.

Inspector:
Children demonstrate high levels of engagement and enjoyment in their play and learning.
For example, children engage in imaginative role play as they prepare stir-fry for visitors.
Staff link this to recent learning about Chinese New Year and encourage children to name
and describe the vegetables they are using. This reinforces vocabulary and children's
cultural awareness and experiences. Babies show clear delight as they explore cooked
noodles, while staff encourage them to touch and squeeze and describe how they feel. This
supports their sensory development and early language skills.
Staff work closely with parents to identify accurate starting points and gather meaningful
information before children start. Ongoing assessment is used effectively to identify precise
next steps for children. This ensures children develop age-appropriate skills, preparing them
well for their next stage of learning. Consequently, all children, including those with special
educational needs and/or disabilities, disadvantaged children and those known to social
care, make secure progress from their starting points.
Children access a carefully organised environment that promotes independence and choice.
They serve their own snacks, pour drinks and manage resources with growing confidence.
Staff introduce purposeful activities that build essential social skills, such as turn-taking and
cooperative play. Children learn alongside their peers and feel included in all aspects of the
nursery. Leaders monitor attendance closely and work proactively with families to reduce
barriers to learning, ensuring all children receive the support needed to achieve well.
Next steps
Leaders should strengthen staff's understanding of how to support behaviour more
effectively, so children are able to learn the impact of their behaviour.
Leaders should continue to review the planning and implementation of group activities to
ensure they are age- and stage-appropriate.
Leaders should provide parents with more information about their children's next steps for
learning and how they can support these at home.
About this inspection
The inspector spoke with leaders, practitioners, parents 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.

Jennifer Cowton
About this setting
Unique reference number (URN): 2796713
Address:
Howker Lane
North End
Raskelf
York
North Yorkshire
YO61 3LF
Type: Childcare on non-domestic premises
Registration date: 25/06/2024
Registered person: Live Wires Club Limited
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority: North Yorkshire
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 19 February 2026
Children numbers
Age range of children at the time of inspection
0 to 3
Total number of places
28

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
services providing education and skills for children and learners of all ages, and inspects
and regulates services that care for children and young people.
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