URN EY299059 · Inspected 2026-06-02 · Published 2026-07-14 · Inspector: Kelly Southern Kate Williams
Busy Bees Day Nursery at Maidstone Hospital Unique reference number (URN): EY299059 Address: Maidstone Hospital, Hermitage Lane, Maidstone, Kent, ME16 9QQ Type: Childcare on non-domestic premises Registered with Ofsted: 11/01/2005 Registers: EYR, CCR, VCR Registered person: Busy Bees Nurseries Limited Inspection report: 2 June 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 Behaviour, attitudes and establishing routines Expected standard Leaders and staff have created an environment where children feel both safe and secure. The children are aware of, and adhere to, a consistent routine. For instance, toddlers demonstrate remarkable independence by collecting their lunch from the kitchen, selecting their own seats and pouring their drinks. When children transition to outside play, this is done swiftly, and children demonstrate they understand the routines and what they need to do. In the baby room, staff consistently maintain routines that align with the children's home practices to promote their wellbeing and comfort. Children demonstrate good behaviour. They comprehend the nursery rules and pay attention to staff. For example, as younger children begin to test boundaries, staff provide them with consistent guidance and model the expected behaviours. However, there are times when older children become distracted due to the inconsistent application of the curriculum, leading to a loss of focus when there are not sufficient resources to engage and fully stimulate their curiosity and motivation. Despite these areas for development, which have been identified by leaders, children are happy. They respond to the regular praise they are provided with when they achieve or follow the rules and show they have developed secure relationships with their friends. Children play together well, inviting others into their games and learning to share the resources. Leaders demonstrate that they understand the importance of attendance. They follow up on any absences and support parents and children to take their full entitlement. Children's welfare and wellbeing Expected standard Generally leaders and staff generally prioritise the welfare and wellbeing of children throughout the nursery. They have thoughtfully designed settling-in processes, smooth transitions within the nursery, and eventually, transitions to school, all tailored to meet the unique needs of each child. For example, when children begin their journey, they participate in settling-in sessions with their parents, gradually building their confidence for when they are left in the nursery. Tools such as 'talk tiles' are utilised, allowing parents to record their voices, which can be played back to the children for reassurance when needed. In the term prior to starting school, the nursery arranges visits from teachers, enabling them to observe the children in a familiar setting and collect essential information from the children's key person and the special educational needs coordinator. Staff know children well and implement consistent care practices that support their health and development. For instance, babies are encouraged to begin learning about routines, such as wiping their hands before meals. Meanwhile, older children display confidence during mealtime routines and start to understand portion control and recognising when they are full. Every day, all children thoroughly enjoy their time outside. They are adequately supervised to ensure their safety and learn how to protect themselves. For example, staff instruct children on how to manage their tricycles and stay on designated paths to ensure everyone's safety. Needs attention Children have developed warm connections with their key person. For instance, babies show that the settling visits have worked well, as they feel safe and look for comfort from known staff members. They reach out their hands for hugs when they need reassurance and are supported thoughtfully to learn the nursery routines with kindness and understanding. Leadership and governance Expected standard The nursery is currently going through a period of change. There are 2 new leaders in place, and they are currently recruiting additional staff. The new leaders have a clear understanding of the setting's strengths and areas for development. However, they have not had sufficient time to make changes that would lead to significant results in the brief period they have been in leadership. The nursery leaders receive effective and consistent support from area leads within the organisation, who offer guidance and reassurance to both staff and parents. Leaders demonstrate that they have the skills, passion and positive attitudes to implement change. Areas of weakness have been identified through their own self- evaluation and internal inspection. Partnerships with parents are positive. Leaders engage with parents to understand their perspectives and gain insights into their home lives and traditions, which can then be shared with the children at the nursery. For instance, parents contributed resources and suggestions related to Black History Month. Overall, leaders make sure that the nursery's arrangements and processes are in accordance with the legal requirements. Recruitment procedures are carried out effectively. There are established systems in place to check staff's suitability at recruitment and throughout their employment. Regular supervisions focus on staff's wellbeing to prioritise the mental health of staff. Individual staff targets are set, ensuring that training and coaching meet their needs. Staff feel well supported and confident in their roles. Achievement Needs attention Although children show that they enjoy their time at the nursery, inconsistencies in how the curriculum is implemented and the support provided for some children with special educational needs and/or disabilities (SEND) as well as those facing learning barriers impact on the progress these children can achieve. While leaders and staff are able to recognise and identify children who require extra support, there are times when interventions are not available for children with SEND who are awaiting referrals or those who are about to transition to school. Additionally, staff are aware of the resources that have been acquired with extra funding to aid children's development, but these resources are not always easily accessible for children. This lack of availability does not support children in making the progress of which they are capable in their learning and development. Staff know the children well. They understand the children's needs and interests and can talk about the progress children have made so far. Staff share information about children's development with parents and how they can support children's learning at home. Curriculum and teaching Needs attention While leaders have developed a well-organised and effective curriculum, inconsistencies in its implementation affect the progress children make. Overall, the curriculum is structured effectively in the baby and toddler rooms. There is a specific focus on children's communication and language skills, physical development, and personal, social and emotional development. However, the way it is applied and its overall affect on pre-school children does not guarantee that they are reaching their full potential. The curriculum for older children, as well as those with special educational needs and/or disabilities, lacks a sufficient focus on specific next steps in learning. This often leads to activities that do not address the learning and development needs of all children. Strategies such as visual timetables and signing, which are used in the rooms for younger children are not integrated into the teaching in the pre-school room. This affects children who need extra help with their communication and language skills, as well as those who speak English as an additional language, making it difficult for them to express their wants and needs effectively. Noise levels in the rooms for older children also impacts negatively on the language children are hearing and their ability to communicate with others effectively. There is a clear vision for what leaders and staff hope children achieve. They typically create a welcoming atmosphere where children can feel safe, comfortable and emotionally secure. In the baby and toddler rooms, and, on occasions in the pre-school room when teaching is effective, children learn valuable skills. For example, children squeeze pipettes to mix colours, which strengthens their fine motor skills in preparation for holding mark-making tools. They are learning to take part in team games, and building and balancing. The mathematics curriculum is well implemented, allowing children to explore numbers, shapes, space and measurement through play and interactions with staff. Inclusion Needs attention The curriculum, teaching and learning environment do not consistently meet the needs of all children with special educational needs and/or disabilities, especially for the pre-school children. While staff and leaders identify children who require extra support, they do not always ensure that appropriate plans are in place for all children to make sufficient progress from their starting points. Although the curriculum is well structured and thoughtfully designed, there are weaknesses in its implementation for older children. For example, the pre-school room lacks sufficient resources and opportunities for children to develop and enhance their own play, which often leads to them depending on staff to maintain their engagement. This reliance restricts the learning opportunities available to children and affects the progress they are able to achieve. Despite these areas for improvement, the new leadership team demonstrates a clear commitment to an inclusive culture and are working towards addressing the inconsistencies in practice. For children who have been identified as needing additional support, leaders work closely with the local authority and parents to devise plans, in order to bridge gaps in development. Leaders use additional funding to purchase resources to support children's ongoing development. However, at times, children do not always have access to these resources, which impacts on their levels of engagement. 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 joyfully enter the nursery and are welcomed by a dedicated staff team that focuses on their emotional wellbeing and safety. In this secure environment, children enjoy playing with their friends and have built strong, trusting relationships with their key person. Nevertheless, the quality of learning experiences varies throughout the setting, revealing some weaknesses in the curriculum and support for children with special educational needs and/or disabilities or other learning barriers. As a result, while these children are engaged and happy, they do not always achieve the best possible progress in all areas of learning. Despite these variations in the identified weaknesses, children show that they enjoy their time at the nursery. They are learning to be independent and manage their own care needs effectively. Children behave well and understand the expectations set for them, thanks to the consistent support from staff. Babies and toddlers show a love for books and reading, eagerly participating in repeated phrases, while the animated staff keep them engaged. They are curious and eager to learn more, demonstrating sustained concentration during activities they enjoy. However, this level of engagement is not observed in the pre-school room, where limited resources affect the children's overall learning and engagement. The staff members are skilled and knowledgeable. They communicate effectively with agencies that work with children and foster a positive culture of safeguarding. Parents are directed to support resources when needed. Daily routines, along with praise, encouragement, safe sleeping arrangements, handwashing practices and active play, all contribute to the physical, emotional and social development of children. Families express high levels of satisfaction, and leaders respond quickly to any concerns. Next steps To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following actions by the assigned date: Action Completion Date make sure that all children's needs and barriers to learning are swiftly identified and support is put in place to enable all children to make steady progress from their starting points 02/07/2026 improve, and be consistent with, the strategies that practitioners use to communicate and interact with children, including children who do not communicate verbally 02/07/2026 provide and implement a curriculum that supports opportunities for all children to develop and make consistent progress across all areas of learning. 02/07/2026 Inspectors: Kelly Southern Kate Williams About this setting Unique reference number (URN): EY299059 Address: Maidstone Hospital, Hermitage Lane Maidstone Kent ME16 9QQ Type: Childcare on non-domestic premises Registration date: 11/01/2005 Registered person: Busy Bees Nurseries Limited Register(s): EYR, CCR, VCR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 06:45 - 19:00 Local authority: Kent Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 2 June 2026 About this inspection The inspectors spoke with leaders, practitioners, the special educational needs coordinator, parents and children 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. Children numbers Age range of children at the time of inspection 0 to 4 Total number of places 112 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. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk. You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. 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