Busy Bees Sutton Scotney

Busy Bees Sutton Scotney
Unique reference number (URN): 2841223
Address: Busy Bee Nursery, Stockbridge Road, Sutton Scotney, Winchester, SO21 3JW
Type: Childcare on non-domestic premises
Registered with Ofsted: 04/04/2025
Registers: EYR
Registered person: Busy Bees Nurseries Limited
Inspection report: 28 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
Achievement Strong standard
Children achieve remarkably well across all areas of learning. They develop the knowledge,
confidence and independence they need for their next stage in learning. For example, even
the youngest of babies take increasing responsibility for simple tasks, such as finding their
shoes, wiping their nose and locating their own cup. Older children remember important
knowledge and use it confidently, such as explaining that eating too much sugar is
unhealthy. They communicate their ideas clearly, listen to others attentively and join in with
shared play.
Children of all ages demonstrate secure physical skills. For instance, babies develop their
fine-motor control as they manipulate, squeeze and explore play dough. Older children
negotiate complex obstacle courses, balance on beams and enthusiastically engage in
energetic play in the garden. Their confidence, perseverance and increasing independence
demonstrates how extremely well prepared they are for their next stage of learning.
Behaviour, attitudes and establishing routines Strong standard
Children form warm and secure relationships with staff, who know them well and respond
thoughtfully to their individual needs. For instance, staff seek babies' consent during
personal-care routines, such as nappy changing. Staff respect babies' choices, helping them
develop confidence and an understanding that their views matter. Secure routines are firmly
established from an early age. Children, including babies, recognise familiar cues, such as
staff clapping their hands. They quickly stop, listen and respond to what is expected of them.
For example, children independently tidy away and transition calmly to lunchtime.
Attendance is promoted through secure relationships with families, helping children feel
settled and eager to attend.
Staff are highly attentive to children's play and recognise when children need guidance or
support. They skilfully use these moments to strengthen children's understanding of
expectations. For example, staff reinforce the nursery's 'green' and 'red' choices, helping
children recognise the impact of their actions and make positive choices. Staff consistently
model sharing, turn-taking and kindness. Children show genuine care and compassion
towards their friends, offering reassurance and support when they notice someone needs
help. Consequently, children form respectful relationships and develop positive attitudes to
learning.
Children's welfare and wellbeing Strong standard
Children's emotional wellbeing is promoted exceptionally well. Leaders and staff have
established a clear and consistent approach that ensures children feel safe, valued and
understood. Staff know all children extremely well and are highly responsive to any changes
in their emotional needs. They work closely with families and use the key-person system
effectively, to provide reassurance and continuity. This enables children, including those who

may face barriers, to develop high levels of confidence, emotional security and the
readiness to learn.
Staff support children to develop impressive levels of independence from an early age.
Babies begin to manage simple tasks for themselves, while older children confidently take
responsibility during everyday routines. For example, they serve their own food, pour drinks
and clear away after eating. These opportunities are embedded throughout the day. As a
result, children become increasingly capable and are proud of what they can do for
themselves.
Children develop a secure and meaningful understanding of how to keep themselves
healthy and safe. For instance, they confidently explain why too much sugar is unhealthy
and understand how physical activities benefit their bodies. Staff consistently support
children to learn about personal safety in ways that are appropriate to their age, such as
stranger danger and staying safe online. Consequently, they begin to recognise potential
dangers, make sensible choices and apply what they have learned to their everyday life.
Curriculum and teaching Strong standard
Leaders have designed an ambitious, inclusive and well-sequenced curriculum. Staff identify
the knowledge and skills children need to learn and remember over time. They implement
the curriculum through high-quality teaching that encourages children to explore, investigate
and think critically. For example, children revisit their learning about artists by creating self-
portraits using exciting and open-ended resources. This deepens their understanding of
themselves and helps them to develop a secure sense of identity, belonging and respect for
others. Staff quickly identify children who need additional help and skilfully adapt teaching
and experiences. All children are supported to participate fully in the curriculum and make
rapid progress from their individual starting points.
Developing children's communication and language is a key focus throughout the nursery.
Staff bring language to life through a carefully chosen book, word and rhyme of the week.
They help children understand the meaning of new vocabulary, enabling them to use words
confidently and accurately in context. Babies enthusiastically use simple sign language as
they sing songs with staff, while children's home languages are woven naturally into
everyday interactions. Older children engage in rich, meaningful conversations and
confidently share their impressive knowledge about topics, such as healthy eating and
artists. As a result, children become confident communicators, eager to join conversations,
and use their growing vocabulary to share what they know and think.
Inclusion Strong standard
Inclusion is a significant strength of the nursery. Leaders and staff have high expectations
for all children and know them extremely well. They identify children who may need
additional support promptly. For example, staff work closely with parents and other
professionals to provide precise, targeted support. Staff skilfully adapt activities, routines
and resources, so that children with barriers to their learning participate fully alongside their
peers. Individual support plans are purposeful, regularly reviewed and used consistently by
staff to build on children's next steps in learning. Consequently, children receive the right

support from the start, enabling them to make substantial progress from their individual
starting points.
Staff recognise and value children's individual identities, cultures and home languages. As
such, children develop a secure sense of who they are. They learn to value similarities and
differences between themselves and others. For example, staff use familiar words and
songs from children's home languages and respond sensitively to children's social and
emotional needs. They know precisely when to reassure, support or step back. This
successfully builds on children's confidence, resilience and independence. Leaders use
additional funding purposefully to remove barriers and enrich children's experiences. This
helps all children to participate, belong and thrive as confident learners.
Leadership and governance Strong standard
Leaders provide robust, visible leadership and have established a positive culture of high
expectations. Leaders maintain clear oversight of practice through regular observations
across the nursery. They use what they see to identify strengths and areas for further
development. Supervision arrangements are purposeful and focused on staff workload,
wellbeing and the quality of practice. Leaders agree clear actions and provide targeted
professional development opportunities for staff. For example, they provide training on
behaviour, storytelling and sign language. This ensures that professional development is
closely aligned to children's needs and strengthens the quality and consistency of staff
practice.
Leaders value and motivate staff, using regular praise and constructive feedback to
recognise effective practice. Staff report feeling well supported and valued, contributing to a
positive and committed team culture. Leaders have also established solid partnerships with
parents. Families are actively involved in children's learning through shared home-learning
ideas and opportunities to contribute information. Leaders and staff provide parents with
pre-recorded rhymes and songs used in the nursery, enabling them to revisit these at home.
This strengthens continuity between home and the nursery and supports children's
communication and language development.
What it's like to be a child at this setting
Children flourish in this highly inclusive and nurturing nursery. They are happy, settled and
show a secure enthusiasm for learning from the moment they arrive. Babies eagerly explore
sensory experiences, while older children become deeply absorbed in the exciting activities

Inspector:
available to them. Staff consistently model warm, respectful relationships, helping children to
develop kindness and consideration for others. High expectations are fully embedded for
every child, with staff responding sensitively to children's individual needs. This inclusive
approach enables all children, including those with special educational needs and/or
disabilities, to engage alongside their peers, showing high levels of trust and enjoyment.
Children behave exceptionally well, showing kindness, cooperation and confidence. Staff
celebrate each child's individuality, valuing their home languages and experiences, helping
them feel proud of who they are. Children learn to respect differences, share and take turns.
Staff reinforce positive behaviour consistently, helping children to manage their emotions.
Leaders promote regular attendance with families, so children benefit fully from routines,
relationships and learning. This helps to strengthen children's sense of belonging and
supports positive attitudes to learning.
Children are highly curious, motivated learners who become deeply involved in meaningful
experiences. Staff skilfully revisit previous learning, helping children remember and build
securely on their knowledge. For example, children revisit a familiar book and extend this
learning by making telescopes, before using them to explore what they can see. Babies
enthusiastically anticipate and join in with familiar songs, demonstrating secure recall.
Mathematical understanding is woven naturally into play. Children count objects and
compare quantities and sizes, confidently applying their developing knowledge. Children
who face barriers to their learning are supported extremely well. Staff make sensitive
adjustments to experiences, so that every child can participate and benefit from learning.
This inclusive approach enables all children to develop the knowledge and skills they need
to thrive.
Next steps
Leaders should ensure continued improvement in the setting's successful work to remove
barriers for children who need extra help to realise a transformational impact on all
children's achievement and wellbeing.
About this inspection
The inspector spoke with leaders, staff, special educational needs coordinator, parents and
children 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.

Kelli Wiseman
About this setting
Unique reference number (URN): 2841223
Address:
Busy Bee Nursery
Stockbridge Road, Sutton Scotney
Winchester
SO21 3JW
Type: Childcare on non-domestic premises
Registration date: 04/04/2025
Registered person: Busy Bees Nurseries Limited
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00
Local authority: Hampshire
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 28 July 2026
Children numbers
Age range of children at the time of inspection
1 to 4
Total number of places
69

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.

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