Mini Bees Nursery

Mini Bees Nursery
Unique reference number (URN): 2807442
Address: 2 Ilux Parade, Palmerston Road, London, E7 8FA
Type: Childcare on non-domestic premises
Registered with Ofsted: 10/10/2024
Registers: EYR, CCR
Registered person: Mini Bees Forest Gate Limited
Inspection report: 2 July 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 including those with special educational needs and/or disabilities (SEND) and
those who speak English as an additional language make progress through the curriculum.
Older children including those who are about to transition to school have developed a
positive sense of autonomy, focus and independence, which is prioritised throughout the
nursery. For example, children make decisions about where they want to play, who with and
can transition between inside and outside. The nursery's well-designed and thoughtful layout
ensures that staff can always effectively supervise children, allowing a great sense of
freedom and independent play.
Babies are encouraged by skilled staff to develop their physical abilities by walking rather
than crawling where appropriate and by using larger climbing equipment. These
experiences help to build the strength, balance and confidence needed to support their
transition into the older and larger room when the time is right.
Children including those with SEND and who speak English as an additional language make
typical progress alongside their peers. Leaders and staff identify gaps and provide targeted
support to ensure children are broadly ready for their next stage of education.
Behaviour, attitudes and establishing routines Expected standard
Children arrive at the nursery happy, settled and eager to begin their day. Children of all
ages separate from their parents and carers confidently, demonstrating a strong sense of
security and belonging within the setting. Babies and children show curiosity and
enthusiasm as they explore the learning environment.
Children generally demonstrate positive behaviour towards one another and the adults who
care for them. They seek reassurance and guidance appropriately when needed.
Leaders work effectively with parents and carers to promote attendance. They provide
guidance and support to help families establish consistent routines, enabling children to
benefit from regular attendance and a smooth transition to school. Leaders also monitor
attendance carefully and promptly follow up any unexplained absences to ensure children's
welfare and wellbeing.
At the start of the nursery day, leaders expect staff to monitor phones and the front door,
prepare activities and engage with the children. As a result, teaching and learning are not
prioritised as staff are focused on organisational tasks. Throughout the day, children are
generally well behaved and polite. However, occasionally, staff do not ensure children are
fully engaged and attentive in group activities such as story times.
Children's welfare and wellbeing Expected standard
Leaders and staff generally implement and follow well-thought-out, effective procedures that
create a safe environment where children feel secure and confident.

Leaders and staff encourage and empower children to become independent. They
recognise the importance of developing independence from an early age. For example,
babies feed themselves and practise walking rather than crawling. Older children take on
small areas of responsibility, such as acting as the tidy-up monitor, which empowers
individuals and encourages their peers to follow the rules.
Staff build lively, warm and nurturing relationships with children. They have established an
effective key-person system, and children understand who to approach for comfort, support
and encouragement. Leaders have designed the nursery to foster a strong sense of
curiosity and exploration.
Children demonstrate that they feel secure and comfortable by confidently moving between
the indoor and outdoor environments while enjoying the warm summer weather. Leaders
and staff understand the importance of developing both gross and fine motor skills. For
example, children of all ages enjoy outdoor play, where they strengthen their ability to climb,
ride bikes, run and jump.
Staff promote children's concentration and creative skills through, for example, stimulating
outdoor painting activities. Leaders and staff understand this helps to develop the fine motor
control children need for early writing.
Staff monitor and support children to eat safely at nutritious snack and mealtimes, which
children enthusiastically enjoy. Staff are adept at following the safer sleeping guidelines and
ensuring regular checks are taking place to ensure children's safety.
Curriculum and teaching Expected standard
Leaders ensure that children experience a broad and balanced curriculum that staff
understand and generally teach well. Leaders and staff engage in meaningful conversations
with children at an appropriate level. Staff promote children's communication skills well.
They talk to children about their play and ask thoughtful questions. They extend children's
learning and know when to step back to observe what children can do independently. For
example, during a craft activity, a child wanted to make an envelope to put his letter in. The
practitioner explained each step of the construction and modelled the cutting of the paper,
supporting children's vocabulary development and hand coordination.
In the baby room, younger children independently explore sand and construction activities,
helping to strengthen their gross and fine motor skills. Staff consistently reinforce key
vocabulary by repeating words using varied tone and pitch, which captures children's
interest and supports their language development. For example, children repeatedly hear
words such as 'digger' and the colour 'yellow' during play.
Leaders ensure that staff make appropriate adaptations so that every child, including those
with special educational needs and/or disabilities or other barriers to learning, can access
the curriculum and achieve well. For example, outdoor activities are adapted to ensure that
children can fully participate alongside their peers.
However, the teaching of mathematics requires sharper focus. Staff's planning for the
systematic development of children's mathematical skills is not yet fully established.
Consequently, although children engage in incidental counting and other activities, they do

not build consistently on their mathematical knowledge and skills to prepare them for later
learning, including starting school.
Inclusion Expected standard
Leaders are committed to removing barriers to learning for children with special educational
needs and/or disabilities. They identify children's needs through a robust admissions
process and work closely with families and external agencies to make informed decisions
that achieve the best possible outcomes for each child.
Staff adapt activities effectively to enable children to participate wherever possible. They
follow children's interests and have a secure understanding of each child's individual targets,
as well as the next steps in their learning and development. Leaders and staff support
children to access routines and all areas of the nursery through effective modelling, visual
prompts and warm, responsive interactions. For example, when working on a specific target
from a targeted plan, staff vary their tone of voice to encourage children's engagement. As a
result, children sustain their attention for longer periods, supporting progress towards the
targets identified in their individual plans.
All children, including those who experience barriers to their learning or wellbeing, are fully
supported to access the curriculum. They feel valued, included and respected, and
confidently participate alongside the friends they have made.
Leadership and governance Expected standard
Leaders have a clear vision for the nursery. They gather detailed information about the local
community, the children and their families to accurately identify the setting's strengths and
priorities for development. Leaders are reflective in their practice, regularly monitoring the
quality of teaching and learning to ensure that all staff understand and fulfil their roles and
responsibilities effectively.
Leaders are committed to ensuring that every child is fully included in the nursery. They
have established effective partnerships with external agencies and work closely with parents
to create a fully inclusive environment. Parents speak highly of the nursery, particularly
valuing its flexible approach and inclusive ethos. They feel well informed about their
children's progress, and have a good understanding of their next steps in learning and how
they can support these at home.
Leaders ensure staff always promote children's independence. This is a particular strength
of the nursery. Leaders recognise the importance of allowing children to develop confidence
by encouraging them to 'have a go', while ensuring that trusted adults are readily available
to provide support when needed. Staff morale is high, and leaders at all levels take effective
steps to ensure workloads remain manageable.

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
What it's like to be a child at this setting
Children start their day calmly and confidently at this warm and welcoming nursery. They
settle quickly and say goodbye to their parents and carers with ease, and staff establish
secure relationships with the children they care for.
Children of all ages enthusiastically engage in the wide range of stimulating activities
available. Babies and younger children enjoy using large climbing equipment and digging in
the sand tray, helping to strengthen their gross motor skills while developing coordination
and control. Staff also provide opportunities for children to refine their fine motor skills
through activities such as scooping, pouring and manipulating resources. Older children
enjoy making cards and envelopes at the creative table and painting objects of different
sizes in the garden. During these activities, children display high levels of focus and
engagement. These experiences help to develop the fine motor skills needed for early
writing. Children happily chat with their friends and familiar adults, demonstrating confidence
in their communication.
Children typically demonstrate positive attitudes, supported by staff who model high
expectations and respectful behaviour at every opportunity. Older children are encouraged
to take on small roles of responsibility, such as 'behaviour officer' or 'helper'. These roles
empower children to act as positive role models, encourage their peers and contribute to the
smooth running of the nursery. Children take great pride and enjoy these responsibilities.

Inspector:
Gareth Cotterell
About this setting
Unique reference number (URN): 2807442
Address:
2 Ilux Parade
Palmerston Road
London
E7 8FA
Type: Childcare on non-domestic premises
Registration date: 10/10/2024
Registered person: Mini Bees Forest Gate Limited
Register(s): EYR, CCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:30
Next steps
Leaders should ensure all staff engage with children effectively during group and circle
times.
Leaders should ensure the teaching of maths has a more explicit and sharper focus.
Leaders should ensure children are clear about their expectations and rules, so they
understand what is being asked of them.
Leaders should develop clearer systems during the flexible arrival times to ensure
children's teaching and learning are prioritised.
About this inspection
The inspector spoke with leaders, practitioners, children and parents 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: Newham
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 2 July 2026
Children numbers
Age range of children at the time of inspection
1 to 4
Total number of places
90
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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