Busy Bees Day Nursery at Swindon Broome

Busy Bees Day Nursery at Swindon Broome
Unique reference number (URN): EY289477
Address: Pipers Way, Broome, Swindon, Wiltshire, SN3 1RG
Type: Childcare on non-domestic premises
Registered with Ofsted: 27/05/2004
Registers: EYR
Registered person: Busy Bees Nurseries Limited
Inspection report: 28 January 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.

Needs attention
Achievement Needs attention
Some children do not make the progress that they are capable of due to inconsistencies in
the delivery of the curriculum. Children with barriers to their learning, including those with
special educational needs and/or disabilities, do not consistently receive the support that
they need to make secure progress.
Overall, children make some progress in their learning, particularly in communication and
language and physical development. Most children learn to speak clearly, listen, follow
instructions and communicate their needs and interests. However, children who have
barriers to their learning do not receive the support they need to help them to communicate
their needs and interests and engage with their peers. Older children develop physical skills;
they balance and show confidence as they tackle the obstacle course. Children learn some
basic mathematical skills. For instance, they eagerly count their friends at mealtimes and
use mathematical language as they play.
Children learn to be independent. For instance, younger children learn to wash their hands
and wipe their own noses without support. Older children collect their cutlery and plates to
set their places at the table for their lunch. Babies demonstrate feeling secure as they form
attachments with the adults looking after them.
Behaviour, attitudes and establishing routines Needs attention
Due to inconsistencies in the staffing arrangements and the deployment of staff by leaders,
some staff working with children do not know them, and some children do not form the
attachments that they need. Furthermore, staff do not arrange routines well. At some times
of the day, children struggle to understand what is expected of them and what is coming
next. This leads to children waiting and becoming restless.
Staff set clear and consistent behavioural boundaries. They carefully remind children about
boundaries when necessary. For instance, children know that they need to use 'walking feet'
indoors, and when younger children climb on the furniture, staff remind them to keep their
feet on the floor to keep themselves safe. Staff support children to understand how to take
turns, be kind and play alongside their peers. This helps children to learn how to behave
well.
Leaders place a priority on monitoring children's attendance. They work with parents to
ensure that children are able to attend nursery. Some children form warm relationships with
staff. However, this is not consistent throughout the nursery.
Children's welfare and wellbeing Needs attention
Some staff form secure relationships with children. Staff working with the babies work
closely with parents, using the information that they gather to help meet the individual needs
and routines of babies. However, this is not consistent throughout the nursery. The key-

person system is ineffective in some of the areas of the nursery, such as the toddler room,
due to changes to staffing. Some staff do not know the children's needs, and some do not
even know the names of children they are caring for. In addition to this, leaders do not
ensure that staff are arranged well to allow care practices to be carried out by staff who are
familiar to children to ensure that children feel confident and secure.
Leaders implement effective procedures to ensure that children with dietary needs are safe,
and meals and snacks are healthy and nutritious. Children benefit from lots of fresh air and
exercise. They are eager to go outside to play. Staff help children to follow appropriate
hygiene practices. Children throughout the nursery learn to be confident at washing their
hands before mealtimes. Staff working with older children, including those with special
educational needs and/or disabilities, struggle with following children's individual routines
because they do not know the children well enough.
Curriculum and teaching Needs attention
Leaders have developed a curriculum that sets out what they want children to learn across
the 7 areas of learning. However, they have not ensured that all staff have the knowledge
and skills to implement the curriculum effectively. Some staff working with children do not
always know them well enough to promote their learning effectively. Staff are aware that
some children have special educational needs and/or disabilities and have specific targets
to help them to make better progress with their learning. The experienced staff meet their
needs well. However, newer and less-experienced staff do not know the targets or the
adjustments needed for those children.
Staff provide children with lots of opportunities for children to have fresh air and exercise.
Older children enjoy practising their physical skills as they take part in an obstacle course in
the garden. However, this activity continues to be repeated. As children become bored,
there are no other options for them to play with, and staff do not recognise how to keep
children engaged.
During play, staff sit with children and model language and encourage children to listen and
follow instructions. They encourage older children to count and use mathematical language
as they play. Younger children enjoy listening to stories that staff read to them.
Inclusion Needs attention
Leaders identify children who face barriers to learning, including those who speak English
as an additional language, and those with special educational needs and/or disabilities. At
times, they work with parents to put some support in place for children to help close gaps in
their learning. However, the action is not always taken promptly or consistently due to
changes in staffing and training provided to staff. Some children have support plans in place
with targets to promote their learning. However, staff have not had training to help them
implement these and support children to meet the intended targets. Although leaders
recognise that staff are not consistent at following the plans, they have not provided staff
with the appropriate support to help them to meet children's needs consistently. This means
that the support for some children is not as effective as it is for others, and this impacts the
progress that children make.

In addition, staff do not consistently work in partnership with children's parents or use the
advice from other professionals to provide a constant approach to supporting children's
learning. This is particularly evident when there are staff changes. This means that not all
children's learning needs are met.
Leadership and governance Needs attention
There has been a very recent change to the leadership team within the nursery. However,
there continues to be a consistent senior leadership team supporting the nursery through
these changes, who are very familiar with the setting, staff and children. Leaders recognise
that there are weaknesses in the practice and provision. However, the action taken is not
having the needed impact swiftly enough. Leaders have not fully considered how to deploy
staff well. This does not fully ensure children's care and learning needs are well met to
provide children with consistency. Despite this, leaders have taken the necessary steps to
meet the actions previously issued. They have provided staff with training to improve how
staff respond to children's behaviour, and they have an action plan in place to address
identified weaknesses.
Although leaders have a clear vision for the intent of their curriculum, staff do not receive the
support that they need to implement this successfully. Leaders do not ensure that staff know
children well enough or have the skills to support children who have barriers to their learning
to help them to make secure progress. Staff say they are happy, and leaders work closely
with staff to support their wellbeing. Staff have access to external wellbeing support, and
leaders try to make adaptations to working patterns to meet the needs of staff.
What it's like to be a child at this setting
Children's experiences are inconsistent across the nursery. Due to staffing changes and
inconsistencies with who is caring for children, some children do not have strong
relationships with the adults caring for them. This affects children's sense of security and
means that staff do not always know children well enough to support their learning or
individual routines effectively.
Children with special educational needs and/or disabilities, or those who face other barriers
to learning, do not consistently receive the support they need. Although some plans are in
place for these children, staff do not always understand how to implement them, and advice
from parents and professionals is not used consistently. As a result, children do not make

the progress they are capable of, and learning opportunities are not adapted well enough to
meet all children's needs.
Children arrive happy and separate from their parents and carers easily. They demonstrate
confidence to find their friends and to explore the resources. Staff are warm and friendly,
particularly in the baby room, where some staff form secure attachments and work closely
with parents to meet children's individual routines. Babies demonstrate that they feel settled
and comfortable in the nursery environment as they cuddle into staff. Across the setting,
children behave well. Staff set clear boundaries and help children understand expectations.
This helps children to make relationships with their peers as they learn and take turns with
resources. Children make some progress in their learning, and they enjoy exploring the
environment. For instance, younger children enjoy playing with the animals in the water.
However, activities and resources are often uninspiring and repetitive, leading to children
spending time waiting or becoming disengaged.
Next steps
To meet the requirements of the Early years foundation stage the provider must take the
following actions by the assigned date:
Action Completion Date
implement a broad curriculum that provides appropriate
challenge for all children, taking full account of their
individual needs, interests and stages of development
27/02/2026
improve staff's knowledge and understanding of how to
focus their planning and teaching on what individual
children need to learn next
27/02/2026
implement an effective key-person system to work in
partnership with parents and help children to feel
secure, and to meet their individual needs
13/02/2026
improve communication with parents to ensure that they
receive accurate information about their child's care and
learning
27/02/2026
improve the support in place for children who have
barriers to their learning to help them make secure
progress from their starting points
13/02/2026

Inspectors:
Victoria Nicolson
Sarah-Louise Clements
About this setting
Unique reference number (URN): EY289477
Address:
Pipers Way
Broome
Swindon
Wiltshire
SN3 1RG
Type: Childcare on non-domestic premises
Registration date: 27/05/2004
Registered person: Busy Bees Nurseries Limited
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority: Swindon
Facts and figures used on inspection
About this inspection
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.
The inspectors spoke with leaders, children, staff, parents, the special educational needs
coordinator and designated safeguarding leads 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.

This data was available to the inspector at the time of the inspection.
This data is from 28 January 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
84
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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