Purple Bees Day Nursery

Purple Bees Day Nursery
Unique reference number (URN): 2609191
Address: 93a Inwood Road, Hounslow, Middx, TW3 1XH
Type: Childcare on non-domestic premises
Registered with Ofsted: 23/12/2020
Registers: EYR
Registered person: Purple Bees Ltd
Inspection report: 10 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.

Strong standard
Children's welfare and wellbeing Strong standard
Staff consistently create an inclusive environment that celebrates every child and supports
their individual wellbeing and welfare. Approaches to children's wellbeing by leaders and
staff have made a demonstrable difference to the emotional needs and development of
children. For example, parents comment that during difficult transitions in home life, leaders
and staff have continuously provided support, which has had an overall positive impact on
the children and their families. Children engage in frequent discussion about healthy choices
and the importance of self-care, and as a result, children make effective healthy choices,
such as helping themselves to water frequently during the day to remain hydrated. Both
indoors and outdoors, there is a focus on movement and physical activity, and children of all
ages have frequent opportunities to freely explore and develop their physical skills. Babies
have an additional indoor garden area where staff focus guided play to develop babies' early
movement skills, such as crawling and walking on the soft-play furnishings. Staff implement
secure routines, and as a result, children settle well and know what is happening next. For
example, younger children understand that after circle time it is time for lunch, and they go
to wash their hands and take a seat at the lunch table. Staff are highly responsive and
adaptive to the individual needs of every child, including those with special educational
needs and/or disabilities. Through parent and professional partnership, staff ensure that
individual care and learning plans are effective and support children's wellbeing.
Inclusion Strong standard
Leaders and staff consistently make a positive difference to the learning and care
experiences of all children, including those with barriers to learning or special educational
needs and/or disabilities (SEND). Staff have secure partnerships with relevant professionals
to ensure consistency and to achieve the best possible outcomes for every child. Using
highly effective assessment, monitoring and observation, staff and leaders are able to
implement suitable next steps which help support, reduce and overcome barriers to
learning. For example, staff identify and use personalised individual support plans from
professionals to implement techniques in everyday routine that support children with speech
and language barriers. Leaders use additional funding, such as inclusion funding, to best
support children and provide them with the care and resources required. For example,
leaders use funding to allocate specific SEND training to staff and to purchase recourses
that help meet the individual next steps of children. Leaders carefully and regularly review
their funding allocations and ensure the setting is well equipped to support the needs of
every child. For instance, leaders purchase rubber stoppers for the bottom of the class
chairs to avoid the sound of chair movement, which they identified as important due to a
sensory barrier.

Expected standard
Achievement Expected standard
Children typically make secure progress and achieve their individual next steps in all areas
of learning. For example, children develop their language skills and are continuing to add
words to their vocabulary due to ongoing activities that support communication and
language. Accurate starting points and individualised next steps help ensure that children
are accurately assessed and given opportunity to thrive and achieve. All children, including
those with special educational needs and/or disabilities, are making progress from these
starting points. Parents consistently feed back that they have noticed a demonstrable
difference in their child's development. For instance, children are developing their social
skills and building their confidence. Older children are ready and have the skills to start
school due to the ongoing school readiness curriculum focus. For example, children in the
pre-school age group engage in activities that support early literacy skills, where able and
appropriate.
Behaviour, attitudes and establishing routines Expected standard
Children typically have a positive and excited attitude to learning. Children of all ages are
engaged and eager to get involved with planned activities and learning experiences. For
example, children excitedly develop their fine motor skills, such as sticking, cutting and
tearing as they wrap items, and then express high levels of interest and happiness as they
guess what is inside the package and open them with peers. Children are respectful to one
another and show care and consideration where age appropriate. For instance, children in
the toddler room pass one another crayons as they draw, which supports their sharing skills.
Staff have high expectations for children's behaviour, and this is typically implemented by
the staff. However, there are some inconsistencies, such as older children not always being
reminded to walk in the classroom by all staff, but they are by others. Staff use a range of
methods to help regulate children's behaviour, which supports individual next steps and
abilities, such as 'now and next' boards and timers. Leaders have embedded a culture
where attendance is important, and as a result of this, children typically have good
attendance patterns. Children build warm and secure relationships with staff, and the key-
person system is highly effective. For example, staff recognise where children with
additional needs or barriers will thrive and settle best when they have a consistent key
person through the setting, so this approach has been implemented for those children. Staff
encourage children to express themselves and be individually unique. As a result of this,
children are confident and have secure social skills.
Curriculum and teaching Expected standard
Leaders and staff implement an ambitious curriculum that aims to support high-quality care
and education. This curriculum is typically delivered across the setting, though there are
some inconsistencies. For example, there is a focus on independence for all age groups, but
there are some occasions where children are not fully supported to develop their
independence, such as during mealtimes. Typically, staff are skilful at implementing the 7
areas of learning into activities and adapting as needed to follow the interests and abilities of

the children. Staff have a clear understanding of what they want children to learn, and they
typically deliver learning experiences that support this curriculum.
Leaders regularly review the curriculum and the intent to ensure it remains effective and
current to the cohort of children. The curriculum supports children with school readiness as
well as all 7 areas of learning. For example, staff teach the children about early literacy and
mathematics and start to introduce school skills, such as self-registration. Staff adapt the
curriculum where necessary to ensure that children with special educational needs and/or
disabilities or barriers to learning have equal access to the ambitious curriculum.
Leadership and governance Expected standard
Leaders are adaptable and understand the setting's context, areas of development and
areas to celebrate. Leaders have a positive attitude to growing and learning, and they seek
support from early years professionals to support the continuous growth and development of
the setting. For example, following some concerns around the culture of whistleblowing,
leaders have worked closely and effectively to overcome this barrier and implement further
systems that help ensure children are safe, and staff are confident in their role to safeguard
the children. Leaders have clear development plans that they review often and share with
the team. For example, there is a current focus on developing the baby room garden to
further enhance the space.
When improvements are recognised, leaders are effective in approaching the local authority
for guidance and any additional training needs. Staff frequently attend training and coaching
sessions, which help ensure they are confident and able to fulfil their role. Leaders have
effective partnerships with local schools, and they organise events with teachers and
parents, such as school readiness meetings and meetings to guide school applications.
Leaders identify strengths in the staff team and celebrate these individuals. For example,
staff who demonstrate competence and rapid learning are based on personal growth
journeys and given additional responsibilities to help them thrive and grow. Parents
comment that leaders are highly adaptive and supportive for their ongoing needs and
transitions. For example, parents feel supported with milestones such as potty training,
dealing with behavioural concerns and completing school applications.
What it's like to be a child at this setting
Children are confident, happy, well settled and cared for. They share their thoughts and play
ideas with one another and are rapidly developing their social skills and confidence. Staff

Inspector:
Louise Mackay
plan and engage in a range of stimulating activities that support individual next steps and
progress. Children are highly engaged, eager to learn and show an excited attitude to
learning. For example, younger children demonstrate happiness and high levels of interest
as they engage in sound and guessing games, and older children are keen and eager to
explore the mud play in the garden area. Children have access to an inclusive and well-
planned curriculum, and all children, including those with special educational needs and/or
disabilities and barriers to learning, are thriving from their starting points and achieving in
learning and development. For example, children with speech barriers gradually build their
range of vocabulary and build the ability to sing their first song with their key person.
Children have positive relationships, and staff are highly responsive to the care needs of
every child. For example, children that are new to the setting are already settled and
attached to their key worker due to the nurturing care provided. Children of all ages seek
comfort and support from staff when needed, and staff ensure the wellbeing and welfare of
the children always remain their priority. Staff celebrate each child's uniqueness and validate
the emotions and developmental stages of each child. Staff consistently validate the
children's thoughts and ideas and feelings, and children are confident to express themselves
and seek staff comfort when required.
Next steps
Leaders and staff should continue to fully embed the curriculum and deliver learning
opportunities that support all areas of learning.
Staff should continue to implement consistent behavioural expectations and approaches
to dealing with behaviour.
About this inspection
The inspector spoke with leaders, staff 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.
We carried out this inspection as a result of a risk assessment, following information we
received about the provider. The provider will be able to give parents further information
about this.

About this setting
Unique reference number (URN): 2609191
Address:
93a Inwood Road
Hounslow
Middx
TW3 1XH
Type: Childcare on non-domestic premises
Registration date: 23/12/2020
Registered person: Purple Bees Ltd
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority: Hounslow
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 10 June 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
86
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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