Busy Bees Day Nursery at Camberley

Busy Bees Day Nursery at Camberley
Unique reference number (URN): EY424426
Address: Park House East, Heathcote Road, CAMBERLEY, Surrey, GU15 2EU
Type: Childcare on non-domestic premises
Registered with Ofsted: 13/05/2011
Registers: EYR, CCR
Registered person: Busy Bees Nurseries Limited
Inspection report: 3 June 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement

Urgent improvement
Safeguarding standards not met
Leaders do not ensure that there is an open and positive culture around safeguarding that
adequately protects children from harm. Leaders do not follow their own safeguarding
procedures when concerns about children's safety and wellbeing are raised. The designated
safeguarding leads do not act quickly enough to address multiple concerns. They do not
make timely notifications to relevant agencies. This leaves children at risk of harm and does
not provide support and assistance to parents and carers when needed.
Leaders do not ensure that safeguarding policies and practices are clearly understood and
followed by all staff. Leaders and staff do not follow whistleblowing processes. Although staff
raise concerns to leaders when they arise, leaders do not act on this or take this seriously.
This results in a closed safeguarding culture, where children's safety is not prioritised.
Leaders and staff do not know the children well and this means that children who are known
or previously known to social care go unidentified. As a result, leaders and staff do not
ensure that these children have the support they need and minimises the opportunities to
work with multi-professionals who may be involved in a child's life. This does not ensure
children's safety and wellbeing.
Leaders' lack of safeguarding management, knowledge and closed culture significantly
affect the nursery's ability to provide a safe and caring environment for children.
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.
Achievement Urgent improvement
Children do not experience a broad and balanced curriculum. They are left for long periods
without encouragement to engage in purposeful activities. Children's needs are not met,
understood or supported. As a result, they do not make progress across all areas of
learning. This also affects their ability to feel safe, secure and ready to learn.
Children who are disadvantaged, those with special educational needs and/or disabilities,
and those who speak English as an additional language, do not make secure progress.
They do not have appropriate plans in place to help them reach their next developmental
milestones. Furthermore, children do not experience a language-rich environment that
supports the development of their speaking and listening skills. They have limited
opportunities to hear and use new vocabulary in meaningful contexts. As a result, they do
not secure a firm foundation for their next stage of learning, including school.

Children choose from the activities on offer, such as finding letters in sand or pretending to
cook dinner in the role-play area. However, some children lack the confidence to join in
when their more confident peers are present. This leads to some children choosing to play
alone with little interaction. Some children have the physical skills they need and are
encouraged to use them. For example, young babies reach and bang toys while lying down
and older babies confidently crawl and toddle around exploring sand and utensils.
Behaviour, attitudes and establishing routines Urgent improvement
Staff do not support children, including those with special educational needs and/or
disabilities (SEND), to engage in daily routines. During group times and transitions, children
with SEND are often seen wandering around the room. Staff do not encourage them to join
in or help them follow the routines of the day. They do not support children to understand
what is happening next. For example, staff do not ensure that children who need support
with hearing are aware when it is time to sleep. As a result, children become dysregulated
and confused. Staff do not help children develop a positive attitude towards their play and
learning.
Staff do not consistently support children to develop positive relationships. They are not
good role models and do not demonstrate respectful interactions. For example, when staff
want children to move from one activity to another, they physically move them without
communication or encouragement. This does not help children learn to follow simple
instructions, understand routines, or build independence.
Children are kind, and some work collaboratively and enjoy playing together. For example,
older children build structures with wooden blocks, sharing ideas and passing blocks to one
another as they work towards a shared goal. They develop positive relationships with their
peers. Leaders have systems in place to monitor attendance and follow up any unexplained
absences with telephone calls.
Children's welfare and wellbeing Urgent improvement
Children's welfare and emotional wellbeing are not consistently promoted. Leaders do not
ensure that all staff understand and follow safer eating policies and procedures. For
example, staff do not ensure that children always remain within sight and hearing while
eating. Some staff do not understand why this is essential, and this compromises children's
safety.
Leaders do not always recognise when policies and procedures are ineffective or not being
implemented. The key-person system does not support children's individual needs when
staff are absent. Remaining staff do not know some children well, including those with
special educational needs and/or disabilities. They are unaware of these children's next
steps and do not provide opportunities to extend their learning. This results in a lack of
consistency for children who already face barriers to learning.
Staff are often preoccupied with other tasks and are not deployed effectively to notice when
children may need emotional support. For example, staff do not notice when children are
upset, leaving them distressed and sat alone in the room. Children with additional needs are
not always supported in ways that promote their emotional wellbeing and engagement. For

example, staff do not consider pre-warning children who struggle with understanding
changes in routine, such as when the lights are turned off at sleep time. This leaves some
children confused during transitions.
Staff do not consistently encourage children to recognise and manage their own self-care
needs. For example, staff wipe children's faces without any communication, offering no
opportunity for children to understand or participate in their own personal hygiene. However,
some children do have opportunities to develop independence. For instance, they pour their
own drinks and gain confidence in using the toilet independently.
Curriculum and teaching Urgent improvement
Leaders do not have an accurate understanding of the quality of the curriculum or teaching.
They do not ensure that teaching is consistent across the nursery. Staff offer children
activities, such as playing with parachutes in the garden, but they have limited knowledge of
what children know and how they learn. This leads to little or no interaction from staff, and,
as a result, children become bored and disinterested quickly. In addition, staff are unsure
how to effectively support children with special educational needs and/or disabilities
(SEND), who are delayed in their physical development and report that these children make
little or no progress. Overall, children spend long periods in free play with limited purposeful
interaction from staff. For instance, some children spend extended periods hanging toys
from windows without staff noticing or engaging with them. This does not help children to
build on their existing skills and knowledge.
Leaders and staff do not carry out the required assessments for all children, such as the
two-year progress check. Furthermore, they do not have effective systems in place for
observing and monitoring children's progress. As a result, staff do not identify gaps in
children's development quickly enough. They are unable to offer targeted support to children
who need it, including those with SEND, or those who face barriers to learning.
Consequently, these children do not receive the support they require and fail to make
progress in vital areas, such as communication and language, and physical development.
Leaders and staff do not prioritise children's personal, social and emotional development.
Inconsistent staffing arrangements mean that staff do not know children well enough to
recognise when they need emotional support. This results in some children sitting quietly in
parts of the room looking sad or timid, without anyone noticing. Furthermore, when children
do express that they are upset, staff often minimise their feelings by telling them they are
'fine' and offering no further reassurance or comfort. This does not support children's
emotional wellbeing.
Inclusion Urgent improvement
Leaders do not ensure that children with special educational needs and/or disabilities
(SEND), and those who face barriers to their learning, receive the support they need to
make progress. Although emerging concerns about some children's development are
identified, too little is done to address them. Some plans are in place to support some
children, but these are ineffective. Staff have not received sufficient training to assess
children's development or to plan effectively for individual needs. In addition, leaders do not
take account of targets set by key professionals, such as speech and language therapists or

teachers of the deaf. For example, although staff recognise that some children would benefit
from sign or language programmes, staff are unable to implement these strategies because
they do not have the necessary knowledge or skills.
Leaders do not ensure that staff get to know children who speak English as an additional
language (EAL) well. Staff do not adapt their teaching to help these children develop a
secure grasp of English. As a result, groups of children, including those with SEND and
EAL, spend long periods disengaged from purposeful learning. They do not make secure
progress from their starting points.
Leaders do not facilitate consistent sharing of information with parents and other
professionals to support children's development and help close gaps in their learning. For
example, staff are not aware of whether external assessments have been completed or
what strategies have been recommended to support children's development. This means
that leaders and staff are unable to support children to reach their next stage in learning.
Leadership and governance Urgent improvement
Leaders do not identify significant weaknesses across the nursery, resulting in breaches of
the 'Statutory framework for the early years foundation stage'. Staffing arrangements do not
meet children's needs or ensure their safety. Leaders do not ensure staff follow safer eating
guidance or safeguarding procedures. Although staff understand safeguarding issues, they
do not follow correct reporting processes and lack confidence that leaders will act
appropriately if they raise any concerns. This raises serious concerns about leaders' and
staff's ability to keep children safe, particularly those who are disadvantaged. Children's
health, safety and wellbeing are compromised.
Leaders lack the capacity to improve the provision. They have not established an ambitious
curriculum or supported staff to build on what children know and can do. Required progress
checks at age two are not completed for all children, including those with special educational
needs and/or disabilities. This delays planning, target setting and referrals, meaning children
do not receive timely support. Leaders have not ensured staff understand the importance of
secure attachments, which negatively affects children's mental health and wellbeing.
Staff do not feel supported by leaders. Beyond mandatory training, professional
development and regular supervision is limited and does not focus on improving teaching or
interactions. As a result, significant weaknesses in practice go unnoticed, and children are
not well prepared for their next stage of learning, including school.
Partnerships with parents are inconsistent. Although leaders offer parents' evenings,
settling-in sessions and online updates, some parents do not know who their child's key
person is or how to support children's learning at home. Leaders have not developed
effective ways to work with parents who have concerns or raised complaints, leaving some
feeling unsupported and unheard. This does not promote a culture of continuous
improvement.

Compulsory Childcare Register requirements
This setting has not 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
What it's like to be a child at this setting
Significant weaknesses across the nursery have resulted in several breaches of the
'Statutory framework for the early years foundation stage'. Leaders do not ensure that staff
understand safeguarding policies and procedures, and concerns about children are not
addressed in a timely manner. In addition, leaders do not ensure that children are
adequately supervised during mealtimes, which poses a risk of choking. Leaders also fail to
support staff in managing children's behaviour, leading to repeated incidents of children
being handled inappropriately. As a result, children's health, safety and wellbeing are
compromised.
Children do not receive the quality of education they rightly deserve. Staff do not have a
secure understanding of how to implement the curriculum, and they are not always clear
about what they expect children to learn. Although some staff engage with children through
stories or one-to-one activities, this is inconsistent. For example, some children spend long
periods at a single activity with minimal interaction from staff. Any progress children make is
largely incidental rather than the result of purposeful planning. This is particularly evident for
children with special educational needs and/or disabilities, whose needs are neither well
understood nor effectively planned for. This lack of understanding means that gaps in
children's learning widen and they fail to make secure progress.
Children's needs are not met because the key-person system is ineffective. Many children
do not experience the high-quality interactions needed to form secure attachments. Children
are often left to wander with limited engagement from staff. Poor staff deployment and
frequent changes to key persons mean that the adults caring for children do not know their

needs or how to support their next steps in development. During parts of the inspection, staff
did not respond to children who were crying or visibly upset. At times, interactions with the
youngest children were more attentive, and babies received gentle cuddles to reassure
them, but this was not consistent across the nursery. Overall, staff lack the skills and
expertise needed to support children's emotional wellbeing, leaving children feeling
unsettled and unsafe.
Staff have limited knowledge of how to support children's language and communication
skills. As a result, children do not have frequent opportunities to engage in high-quality
conversations that introduce and embed new vocabulary. Children who speak English as an
additional language are not fully supported to learn new words and often spend long periods
playing alone. Children do not develop a rich or varied vocabulary.
Children generally behave well and play alongside their peers at similar activities. For
example, older children enjoy making marks and drawing pictures of their families, while
younger children enjoy listening to rhymes. However, staff are not positive role models and
do not teach children what is expected of them. This inconsistency does not support children
to develop positive attitudes towards play and learning.
Next steps
The provider is not meeting the requirements of the Early years foundation stage and
Childcare Register and Ofsted intends to take enforcement action.
We will issue a Welfare Requirements Notice requiring the provider to have taken the
following actions by the assigned date:
Action Completion Date
ensure that any concerns by staff are acted upon and
taken seriously by the senior leadership team
26/06/2026
ensure that those with lead responsibility for
safeguarding understand and follow safeguarding
policies, including making timely referrals by following
local reporting procedures
26/06/2026
ensure that all staff receive the support and coaching
needed to fulfil their safeguarding responsibilities,
including having the confidence to raise any issues
immediately
26/06/2026
ensure that staff at all grades and levels, including
managers, have the skills and knowledge needed to
fulfil the responsibilities of their role
26/06/2026
implement more rigorous monitoring of the quality of
provisions to identify and address areas for
26/06/2026

Action Completion Date
improvement at the earliest opportunity and foster a
culture of continuous improvement
implement effective systems for the regular supervision
and coaching of staff to ensure that improvements are
sustained
26/06/2026
improve key-person systems to build relationships, and
effective communication, with parents and carers to
tailor the support for individual children, and promote
their emotional wellbeing
26/06/2026
ensure that children are always within sight and hearing
of staff while they are eating, to reduce the risk of
choking
26/06/2026
ensure that behaviour management strategies are
consistently appropriate and do not involve
unnecessary physical intervention
26/06/2026
implement and closely monitor effective systems to
ensure that children with special educational needs
and/or disabilities and those who face other barriers to
learning, receive the support they need to make the
progress they are capable of
26/06/2026
implement effective complaints procedures to ensure
that complaints received are investigated and
responded to in a timely manner
26/06/2026
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
plan and implement a curriculum that has clear
intentions for what children need to learn, including in
their communication and language, and ensure staff
know and understand this so that they provide effective
teaching and improve outcomes for all children
26/06/2026
ensure that staff support children's development and
stimulate children's learning, responding to emerging
needs through warm, positive interactions
26/06/2026

Inspectors:
Mandy Cooper
Beth Wilson
About this setting
Unique reference number (URN): EY424426
Address:
Park House East
Heathcote Road
CAMBERLEY
Surrey
GU15 2EU
Type: Childcare on non-domestic premises
Registration date: 13/05/2011
Registered person: Busy Bees Nurseries Limited
Register(s): EYR, CCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:30
Action Completion Date
provide effective support for children who speak English
as an additional language to learn and reach a good
standard of English
26/06/2026
ensure the progress check at age 2 is completed for all
children to support their ongoing development needs
26/06/2026
About this inspection
The inspectors spoke with leaders, staff, 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.

Local authority: Surrey
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 3 June 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
89
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.

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