Busy Bees Day Nursery at Leicester Carlton Park

Busy Bees Day Nursery at Leicester Carlton Park
Unique reference number (URN): EY241078
Address: Carlton Park, King Edward Avenue, Narborough, Leicester, LE19 0LF
Type: Childcare on non-domestic premises
Registered with Ofsted: 01/10/2002
Registers: EYR
Registered person: Busy Bees Day Nurseries (Trading) Limited
Inspection report: 21 April 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.

Strong standard
Expected standard
Inclusion Strong standard
Children thrive in this inclusive setting. Leaders and staff have high expectations for all
children, including children with special educational needs and/or disabilities and those who
may face barriers to learning. They swiftly recognise when children may need additional
support and take consistent and effective steps to ensure all children receive high-quality
experiences. Leaders offer support and pertinent training to staff to ensure they have the
skills and confidence they need to fulfil their roles.
Leaders and staff work closely with children's families and external agencies, and together
they ensure that individual support and learning plans are consistently and successfully
implemented. They work hard to ensure that transitions are carefully planned and managed
effectively. Careful consideration is given to the use of additional funding. Leaders ensure
that this is used purposefully to provide targeted support that meets children's individual
needs.
Leaders and staff regularly and meticulously review children's progress. They skilfully tailor
and adapt the environment and interventions as children's needs change, making sure that
support remains timely and effective. One-to-one support for individual children is in place.
Staff know the children they work with extremely well, and children build warm and trusting
relationships with them. Children show a strong sense of belonging and enjoyment, and they
make sustained progress from their starting points.
Achievement Expected standard
Children, including children with special educational needs and/or disabilities and those who
may face barriers to their learning, are settled, confident and secure in the nursery. Children
are developing the skills they need for their future learning and eventual move on to school.
Overall, children demonstrate positive attitudes to learning. They build positive relationships
with staff and each other. Children are eager to join in with group games and activities and
are learning to share, take turns and be kind to one another.
Older children are articulate and confidently engage in conversations with staff and their
friends. Babies independently choose books that interest them. Children listen well to their
favourite stories, read to them by staff. They are becoming independent and confident to
attend to their own self-care. From a young age, children help themselves to tissues to wipe
their own noses. They sit at the table, pour their own drinks and use cutlery to feed
themselves at mealtimes.

Behaviour, attitudes and establishing routines Expected standard
Leaders and staff have created a positive and welcoming environment for all children,
including children with special educational needs and/or disabilities and those who may
have barriers to learning, and their families. Children attend regularly and demonstrate
positive attitudes to learning. They settle well, build strong bonds with staff and get on well
together. The environment is lively and harmonious, and children show that they enjoy
attending. Overall, expectations for behaviour and routines are realistic and clear. However,
on occasion, some staff are not as confident in implementing these expectations to ensure
they are consistently applied across the nursery and understood by all children.
Staff are positive role models. They support children to learn how to be kind and respectful
of others, for example encouraging children to use 'kind hands' and remembering to say
please and thank you. Staff offer lots of praise and encouragement. They listen to children,
value their contributions and celebrate their achievements, promoting children's self-esteem
and confidence. Children show a sense of pride, when explaining that the sticker on their
jumper is because they helped to tidy up. Staff are calm and sensitive, when children
become upset, providing reassurance and comfort to help them regain control of their
emotions. From a young age, children are supported to learn how to keep themselves safe
and be independent during daily routines. Toddlers understand that they must hold onto the
handrail and take their time as they climb up and down the stairs.
Curriculum and teaching Expected standard
Leaders and staff have a clear understanding of what they want children to learn and when.
They have developed a broad and well-organised curriculum that reflects children's ages
and stages of development. This helps to ensure that all children, including those who may
face barriers to their learning, typically develop the skills they need for their future learning.
Overall, staff's interactions with children are warm and positive. However, at times, staff do
not always implement the curriculum consistently, and the quality of teaching is variable
across the nursery. Consequently, there are occasions where children do not always benefit
fully from the learning experiences that are offered.
Overall, staff promote children's communication and language development appropriately.
All children develop a love of books. Staff regularly read to children and often retell favourite
stories. They talk with children as they play and during daily routines. Staff ask older children
well-paced and pertinent questions and engage them in some meaningful discussions.
However, strategies to support younger children's speaking skills are not as consistently
applied.
Staff plan and provide activities that promote children's physical development effectively.
Children of all ages regularly access the outdoor play space and take part in activities that
support their balance, strength and coordination. Staff support children to complete obstacle
courses safely and successfully. They initiate 'stop-and-go' games, encouraging children to
move their bodies in different ways, change direction and navigate space. Staff introduce
mathematical concepts and language through daily routines and planned activities. They
introduce words such as 'big, small, full' and 'empty' as young children explore and use

Needs attention
different-sized containers in the sand and water. Staff introduce props, such as puppets, to
create fun and engaging counting activities for older children.
Children's welfare and wellbeing Needs attention
Leaders and staff are aware of the importance of the required policies and procedures
needed to support children's safety and wellbeing. However, these are not always
implemented consistently. Procedures to ensure children safely exit the bathroom after
using it are not fully embedded throughout the nursery. This means staff are not always able
to account for children's whereabouts. At times, this compromises children's safety.
A secure key-person system promotes continuity and consistency of care for children. Staff
take the time to get to know children and their families. They gather detailed information
about children's individual needs and experiences from the start, including for children with
special educational needs and/or disabilities. Ongoing communication helps to ensure that
staff are kept up to date and able to respond appropriately to any changes.
Staff implement effective care practices to promote children's good health. Children benefit
from regular movement and exercise in the nursery garden. Appropriate hygiene routines
are consistently implemented. Staff are positive role models and lead by example. They
encourage and support children to wash their hands before eating and after using the toilet.
Staff work actively with parents to support children's independence and self-care, promoting
toilet training and encouraging a consistent approach. Balanced and varied meals and
snacks are prepared on site and provided daily. Staff ensure that children's individual dietary
needs are understood and met. Staff understand the importance of safer eating and
sleeping practices and ensure that these are consistently followed.
Leadership and governance Needs attention
Leaders have managed recent changes, including new leadership roles, positively and with
minimal disruption to the day-to-day running of the nursery. Overall, leaders have
appropriate oversight of the nursery's strengths and areas for ongoing improvement.
Although leaders have taken some action to improve safety procedures and risk
assessment when children transition in and out of the bathroom, this needs to be further
embedded and monitored so children remain safe and consistently supervised.
Leaders are continuing to work with staff to help them develop their practice and skills
through ongoing professional development. For example, leaders hold regular group and
one-to-one meetings with staff to offer support and coaching. They identify and provide
training opportunities that reflect staff's individual needs. Leaders pay close attention to
staff's wellbeing and workloads. Staff confirm that they feel supported and valued by
leaders. They are confident to pass on their ideas or concerns.
Leaders and staff together create an inclusive culture so all children, including children with
special educational needs and/or disabilities and those who face other barriers to their

learning, are successfully supported to make progress from their starting points. They
understand the importance of working with parents and other agencies and work closely
with them to support children's education and care. Parents comment that their children are
happy and settled at nursery. They value face-to-face handovers with their children's key
persons and the access they have to information on the online app.
What it's like to be a child at this setting
Risk assessments to promote children's safety are not always fully effective. At times,
children are left unattended without appropriate supervision.
All children, including those with special educational needs and/or disabilities and those who
may face barriers to their learning, are warmly welcomed into the nursery. They are valued
as individuals and thrive in the lively and inclusive environment. Leaders and staff, overall,
implement a well-designed curriculum that covers all areas of learning. Staff know the
children well and are guided by what they know about them when planning activities. They
understand the importance of providing children with experiences that enable them to revisit
previous learning and practise new skills. Children are keen to participate and learn; in the
main, they remain engaged in activities.
Older children show high levels of fun and enjoyment as staff use props, such as puppets, to
capture their interest and imagination. Children are eager to contribute to discussions and
share what they know. Children count confidently from 1 to 10 and back again. They quickly
recognise and correct staff when they purposefully miss out a number. Younger children
explore natural materials, such as sand and water. They use tools to dig and fill buckets with
sand. They show good hand–eye coordination as they pour water from one container to the
next. Staff help older children to understand how to hold and use scissors correctly. Children
respond positively to staff's praise and encouragement as each time they try, they improve.
All children, including babies, demonstrate strong bonds with staff, who are kind and
nurturing. Babies independently explore the environment and resources, returning to staff
for a reassuring cuddle when needed. Children are encouraged to be kind and considerate
towards others as they play and during daily routines.
Outdoor play features regularly in the daily routine for all children. Staff ensure that the
resources, equipment and environment are adapted so that all children can benefit from
being outside. Children develop their physical skills as they ride trikes and bicycles and
balance across obstacle courses. They use their imagination as they make pretend food in
the mud kitchen and learn to take turns playing games, such as dominoes.

Inspectors:
Claire Muddimer
Tina Garner
Kate Scheel
About this setting
Unique reference number (URN): EY241078
Address:
Carlton Park
Next steps
To meet the requirements of the Early years foundation stage the provider must take the
following action by the assigned date:
Action Completion Date
improve risk assessment by ensuring that the
procedures to support the safe transition of children in
and out of the bathroom are securely embedded
throughout the nursery
03/07/2026
About this inspection
The inspector spoke with leaders, staff, parents and carers 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.
We carried out this inspection as a result of a risk assessment, following information we
received from the provider. The provider will be able to give parents further information
about this.
The inspection started on 21 April 2026 . Inspectors returned on 25 June 2026 to gather
additional evidence in line with Ofsted inspections and visits: Deferring, pausing and
gathering additional evidence policy.

King Edward Avenue
Narborough
Leicester
LE19 0LF
Type: Childcare on non-domestic premises
Registration date: 01/10/2002
Registered person: Busy Bees Day Nurseries (Trading) Limited
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00
Local authority: Leicestershire
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 21 April 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
116
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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