Gee's Little Bee's

Gee's Little Bee's
Unique reference number (URN): 2523856
Address: Unit 9, The Grange Industrial Park, Rawcliffe Road, Goole, DN14 6TY
Type: Childcare on non-domestic premises
Registered with Ofsted: 28/03/2019
Registers: EYR, CCR, VCR
Registered person: Gee's Little Bee's Ltd
Inspection report: 9 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.

Strong standard
Expected standard
Behaviour, attitudes and establishing routines Strong standard
Leaders have created a culture based on harmony and respect, that is visible throughout the
setting. Every room sets high expectations. It starts in the baby room, where the youngest
children learn to listen and grasp early boundaries. These expectations are then followed
throughout the setting.
Staff model positive behaviours in their daily interactions. They show how deeply they value
the children. Children learn to manage their emotions well, when supported by resources
and the care of the practitioners. This allows them to show their best possible behaviours.
Embedded routines are smooth across the setting. Children grasp the rules at a level that
suits their development. For example, they show good manners during snack and mealtimes
and understand the setting rules. Children happily practise sharing with their peers, saying
'please' and 'thank you'. They also share with staff when they have made positive choices.
Children explain how happy it makes them feel. In every room, staff set boundaries and
expectations that are clear and consistent. Consequently, children consistently show a
positive attitude towards each other.
Babies joyfully engage in sensory dances. In the two-year group, children love to share their
news. In pre-school, children are eager to show their name-writing to different adults. This
stable environment helps children to feel confident about learning. As a result, children
develop a genuine love of learning.
Leaders have a clear understanding of attendance and its vital importance in preparing
children for school. Staff develop positive relationships with families. They work closely with
families to anticipate any barriers to attendance. Leaders have procedures in place to
support the family and child. As a result, children attend regularly and make the most of
learning opportunities.
Achievement Expected standard
Children make progress and achieve well across all areas of learning. They show a deep
enjoyment of books. They participate in daily songs, rhymes and storytelling. This helps
build their confidence in communication and vocabulary skills. Due to thoughtful mapping,
their learning is matched to their individual stages of development. Children typically access
learning at a level that is right for them. This allows children, specifically those who are
vulnerable, to make steady progress and reach their developmental milestones.
Children build on their knowledge as they transition throughout the setting. This continuous
learning journey fosters independence and confidence. It also nurtures a love of learning.
Children are proud to share their achievements with staff members, and show a real passion

for learning. They have a deep love of reading in this setting. Children also understand
counting, recognise numbers, and can form them well.
Children often leave the setting more independent and ready for school. They can use and
hold a range of equipment, eat by themselves and pour their own drinks. Alongside this,
children learn to manage their own safety, such as wearing hats in hot weather.
Children's welfare and wellbeing Expected standard
Leaders, staff and parents work together to create a warm and safe space where children
thrive. Typically, staff show knowledge of their key children, in addition to the other children
in the setting. They are responsive to each child's needs, ensuring clear communication
between home and the setting. The children learn that they are valued, understood, and
seen as individuals, and that their welfare is generally understood by caregivers around
them. To extend their sense of belonging, children regularly explore the local community.
They visit care homes, use public transport, and welcome local visitors in to the setting.
Hygiene and care practices are generally carried out well throughout the setting. Leaders
have identified actions to ensure that food-play activities do not pose a risk. Staff teach
children how to wash their hands and how to stay safe in the sun. Children gain an
understanding of how to keep themselves safe, such as wearing hats and sun cream.
Staff promote a healthy diet by providing freshly cooked 'child-safe' meals, alongside a
range of healthy snacks and milk. During mealtimes, staff prompt discussions with children
about healthy choices and discuss their likes and dislikes. On the whole, children become
independent in managing their own needs.
Overall, children enter the setting happily each day. They demonstrate a clear fondness for
the staff and the setting. Many families return with their younger children after older siblings
leave, showing a continued trust in the care provided by the staff.
Curriculum and teaching Expected standard
Leaders have an accurate understanding of their current curriculum, and they plan to
strengthen this further. The curriculum builds on what children learn as they move between
rooms. It generally enables children to take part in learning activities. Leaders plan ongoing
improvements so that all children can access ambitious goals.
Leaders deliberately use books to develop children's communication skills. This is evident
through a love of reading in every room. Children show a keen interest in stories and grow
their vocabulary. For example, children of various ages choose books to read with adults.
They pay close attention and join in with familiar phrases.
Leaders manage internal transitions and prepare children well for school. Learning is
structured carefully across all age groups. They have worked closely with professionals to
develop this plan. For example, staff build physical skills from babyhood upwards. Babies
build core strength and gross motor skills. Older children build fine-motor skills to hold
pencils and scissors.

Some adaptations help children at various stages grow skills that suit them. Staff use
targeted resources, a calming area, sensory equipment, and tailored emotional support.
They also enhance adult-led learning with tools, such as sensory bottles, to enrich the story.
However, staff do not consistently adapt the curriculum across all activities. As a result,
some children cannot fully engage or access every learning task.
Inclusion Expected standard
Leaders and practitioners understand child development and special educational needs
and/or disabilities (SEND). They understand key milestones, such as babies starting to walk.
Staff use this knowledge to plan targeted small steps. Leaders and staff then look for early
signs of need; to track and put small, achievable steps in place. As a result, children receive
quick support and steadily close gaps in their learning.
Staff expectations are typically clear across the setting. They help children who have
communication differences to join in. Staff use choices, gestures, and high-interest items to
support children's communication. This helps children to communicate their needs clearly
and take part in activities alongside their peers.
Disadvantaged children often receive the right resources, helpful changes to their
environment, and enough support to lower barriers. Staff also understand the emotional
difficulties that these children face, and provide tailored care. When these are in place, they
have a positive impact on children's wellbeing and learning. They allow children to feel
emotionally secure and ready to learn. On the whole, needs are met in the setting. However,
staff do not use all approaches consistently across the setting. Consequently, some children
do not always get the individual support they need. This slows their progress and
engagement with their learning.
Leaders demonstrate an understanding of the different funding options. Leaders explore
ways to use funding to support disadvantaged children. However, staff need to tailor
provision more precisely to build on these children's unique skills and interests. Leaders
work with external professionals to support children in nursery and at home. Families
regularly review their child's attendance, progress, and achievements. This joined-up
approach ensures children receive swift support, helping them build confidence and make
typical progress.
Leadership and governance Expected standard
Leaders maintain a clear vision for the setting, firmly rooted in an ethos that prioritises a
welcoming and 'family feel'. Staff, parents and visitors feel a sense of community. This
creates a supportive atmosphere throughout the setting. Thorough recruitment and induction
processes ensure that new staff understand the setting's ethos and children's unique needs
from the start. This allows them to promote core values effectively.
Staff feel deeply supported, appreciated, and valued by their leaders. Leaders maintain an
open-door policy, meaning that help is always available when needed. They provide regular
training and encourage discussions to help staff shape their own skills. This positive regard
for staff is evident in the warm interactions they have with children, which nurtures positive

relationships.
Leaders show a clear commitment to engaging parents. This dedication reaches staff
members, and keeps families engaged with parents' evenings, fun activities, and thoughtful
transition planning. Parents' involvement makes them important partners in their child's
education. It strengthens the connection between home and nursery.
Resources and learning tools are usually managed well in the different rooms. This creates
a positive and enriching environment for most children. Leaders recognise the need to
improve practice, and they aim to sharpen oversight on risk assessments. Leaders plan to
develop their curriculum to prepare children for school. However, they now need to ensure
their curriculum is fully adapted to embed inclusive practice.
Leaders also understand how effective collaboration with professionals enhances the
setting. Staff work with experts to provide support for children in both the nursery and at
home. This gives children a secure start for school, and builds a solid foundation for their
next steps.
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 and families are welcomed warmly by friendly staff. Children are treated with care
as individuals, no matter their developmental stage. They are given a safe space to learn,
grow, and take pride in their achievements. Through leaders and families working together
to reduce barriers, such as attendance, children are given the best chance to thrive.
Children experience a 'home-from-home' while attending this setting. They engage in
meaningful interactions with staff and each other. Modelled positive interactions allow
children to develop their communication skills. They show kindness and care towards each
other. Children learn alongside their peers and are included in most aspects of the setting.
Children build lasting bonds with staff, even moving between rooms. These relationships
help children feel valued, allowing them to grow and thrive. On the whole, children form
positive relationships with peers, regardless of their age or stage. They enjoy a range of
experiences by visiting their wider community, such as visits to local parks and care homes.
This continuous effort to develop meaningful and varied relationships gives the children a
healthy sense of belonging.
Children are surrounded by a positive environment that nurtures them as individuals. They
typically express themselves to various staff members, sharing their own personal
experiences with adults and their peers. There is a real sense of communal joy and pride in
the setting. This positively influences children's attitudes and behaviour. Children generally
demonstrate a love of learning and positive attitudes towards their own growth. They proudly
show off their drawing skills and physical skills, such as lunges and push-ups. On the whole,
barriers are removed to support children's learning and wellbeing. Their individual needs are
identified, and support is put in place for their next steps.

Inspector:
Jordan Fox
About this setting
Unique reference number (URN): 2523856
Address:
Unit 9
The Grange Industrial Park
Rawcliffe Road
Goole
DN14 6TY
Type: Childcare on non-domestic premises
Registration date: 28/03/2019
Registered person: Gee's Little Bee's Ltd
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 17:30,Friday : 07:30 -
13:00
Local authority: East Riding of Yorkshire
Next steps
Leaders should consistently embed an inclusive curriculum, ensuring that effective
teaching and strategies are applied across the entire setting.
Leaders should enhance personalised learning for all children, with a sharp focus on
disadvantaged children, by precisely tailoring provision to build upon their unique skills
and interests.
About this inspection
The inspector spoke with leaders, practitioners, 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.

Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 9 July 2026
Children numbers
Age range of children at the time of inspection
1 to 4
Total number of places
34
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. To view this licence, visit
www.nationalarchives.gov.uk/doc/open-government-licence, write to the Information Policy
Team, The National Archives, Kew, London TW9 4DU, or email:
psi@nationalarchives.gsi.gov.uk.
This publication is available at https://reports.ofsted.gov.uk.
Interested in our work? You can subscribe to our monthly newsletter for more information
and updates: http://eepurl.com/iTrDn.
Piccadilly Gate
Store Street
Manchester
M1 2WD
T: 0300 123 1231
Textphone: 0161 618 8524
E: enquiries@ofsted.gov.uk
W: www.gov.uk/ofsted
© Crown copyright 2026
© Crown copyright