URN 2577636 · Inspected 2026-07-16 · Published 2026-09-08 · Inspector: Kelly Whitley-Jones
Busy Buddies Daycare Nursery At Puxton Park Unique reference number (URN): 2577636 Address: Puxton Park, Cowslip Lane, Hewish, Weston-Super-Mare, North Somerset, BS24 6AH Type: Childcare on non-domestic premises Registered with Ofsted: 14/08/2020 Registers: EYR, CCR Registered person: Busy Buddies Daycare Ltd Inspection report: 16 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 Inclusion Strong standard Leaders have established an inclusive culture. They place identifying and removing barriers to children's learning and wellbeing at the centre of all that they do. Experienced staff identify children's emerging needs early. They work closely with families to ensure children receive timely support when needed. Staff ensure that children's Individual targets are ambitious, yet achievable. They review these targets regularly. This enables leaders to evaluate children's progress and adapt the support they provide where needed. Children with special educational needs and/or disabilities access the full curriculum alongside their peers. This is because staff make thoughtful adaptations to teaching, routines and the environment. Staff consistently use communication strategies, such as emotional coaching and sensory support, to enable children to communicate effectively and limit their frustrations. Key persons know their children's individual needs well. They work closely with parents and carers and external professionals to ensure support is consistent across home and the setting. Parents are involved effectively in planning and reviewing support for their children. Leaders value their contributions and maintaining close partnerships with external agencies to secure the best possible outcomes for children. Leaders ensure inclusive practice is embedded through the nursery through regular training, coaching and role modelling. Staff understand that removing barriers for individual children strengthens the practice for all children. As a result, children, including those with SEND and others facing barriers to learning or wellbeing, receive very effective support to achieve, belong and thrive. Achievement Expected standard Children at the setting typically achieve well because staff build on their interests, prior learning and individual next steps. This enables children to develop the knowledge and skills appropriate for their age and stage of development. Children build their confidence and independence as they move through the setting. Babies establish secure foundations as they develop early communication, physical skills and independence through familiar routines and responsive interactions. Older children generally manage everyday routines confidently, solve problems and demonstrate perseverance in their learning. Children apply their learning across a range of experiences and develop the confidence, resilience and independence needed for successful transitions between rooms and on to school. Most children make appropriate progress from their starting points and develop the skills needed for their next stage of learning. However, children do not have consistent opportunities to further deepen learning across the setting, or build on their thinking and vocabulary. Behaviour, attitudes and establishing routines Expected standard Leaders have established a consistent approach to promoting positive behaviour and supporting children's emotional wellbeing. Staff receive regular training to enable them to understand the reasons behind children's behaviour and respond accordingly. Changes to practice within the pre-school room, alongside coaching and support from external professionals, have resulted in children becoming more settled, engaged and able to participate positively in their learning. Staff respond sensitively to children's needs. They help children to recognise and mange their emotions through nurturing interactions, calm spaces, sensory resources and consistent routines. As a result, children typically develop resilience, learn to regulate their emotions and understand what is expected of them. Children confidently follow well-established routines throughout the day. Babies respond positively to familiar songs and routines, while older children independently manage transitions, self-care and mealtimes. In the main, children demonstrate positive attitudes to learning, showing curiosity, perseverance and increasing independence during play and daily experiences. Leaders monitor children's attendance carefully. They work closely families to identify and remove barriers where concerns arise. Effective partnership working with parents and carers other agencies helps children to attend regularly and supports smooth transitions into the setting. Children's welfare and wellbeing Expected standard Leaders place children's welfare and wellbeing at the heart of everything they do. Staff know children well and respond sensitively to their individual needs. As a result, children are settled, secure and demonstrate confidence in exploring their environment and engaging with others. Children's emotional wellbeing is supported through warm relationships, consistent routines and carefully planned support. Staff help children to recognise and manage their emotions using visual prompts, sensory resources and calm spaces. This helps children to feel safe, valued and ready to learn. In the main, children are able to access the experiences on offer confidently and form positive relationships with adults and their peers. Children develop healthy lifestyles and increasing independence through well-established daily routines. Mealtimes are calm and sociable experiences where children confidently wash their hands, serve themselves, pour drinks and make healthy choices. Babies receive sensitive support through feeding, sleep and care routines that reflect their individual needs and current guidance. Leaders regularly review practice, including sleep arrangements and risk assessments, to ensure children's safety and welfare remain paramount. Leaders recognise that there is an opportunity to further strengthen children's wellbeing through the continued development of group learning experiences and communication- support strategies, helping all children to remain fully engaged in learning and play. Curriculum and teaching Expected standard Leaders have developed an ambitious curriculum that reflects children's interests while building on the knowledge and skills they need for their next steps in learning. Staff use assessment effectively to identify children's starting points, monitor progress and inform their next steps in learning. They understand the intent of the curriculum and use this information to adapt experiences to meet children's individual needs. Children benefit from a broad range of meaningful learning experiences. Staff embed opportunities for children to revisit and apply their learning throughout the setting. For example, staff plan visits and use everyday routines to help children to make connections with their learning and deepen their understanding. They purposefully promote children's communication, mathematical thinking, physical development and independence throughout the day. Teaching is warm and responsive. Leaders have established effective routines to support staff to develop their teaching, such as peer observations and training. Staff know children well and use praise, modelling and rich vocabulary to support their learning. Children receive encouragement to explore, investigate and develop confidence through child-led and adult-guided experiences. Leaders recognise that there is an opportunity to further strengthen how consistently staff use questioning and discussion to develop children's thinking and vocabulary during their play. Staff deliver the curriculum through responsive interactions that build on children's interests and ideas. For example, during a role-play picnic, staff extend children's learning through discussion about birds, the local environment and everyday experiences. Children also apply early mathematical skills through counting activities linked to the play. When children drop a toy cake on the floor, staff use the opportunity to discuss hygiene and germs. This helps children to make links between their play and real-life experiences. Children remained highly engaged, developing their communication, imagination, mathematical understanding and social skills. Leaders have also identified opportunities to further develop group learning experiences. They have not consistently increased the use of smaller group activities to enhance children's engagement and provide more opportunities to focus on individual next steps in learning. Leadership and governance Expected standard Leaders have established a positive culture where children are at the heart of all of their decision-making. They have a clear vision for the setting and communicate high expectations to staff through regular meetings, supervision sessions and ongoing professional development. Staff typically value the approachable leadership team and describe feeling well supported in their roles. This contributes to positive outcomes for children. Leaders place an emphasis on developing staff knowledge and expertise. Robust recruitment procedures, through inductions and regular supervision sessions ensure staff remain suitable for their roles and have opportunities to reflect on and develop their practice. Training is carefully matched to the needs of the setting, including behaviour management, communication strategies, supporting children with special educational needs and/or disabilities and curriculum development. Leaders monitor the impact of training through observations, supervision discussions and improvements in practice. Staff confidently share new knowledge across the rooms. Leaders recognise the importance of staff wellbeing and have established a supportive culture. Staff benefit from an open-door approach, regular opportunities to discuss their wellbeing and professional development, and practical support when facing challenges in their roles. Team-building activities, staff events and additional support for apprentices and students contribute positively to staff morale and development. In the main, staff report that leaders listen to their views and provide appropriate support to help them manage their workload and responsibilities effectively. Leaders monitor children's attendance, accidents, incidents and safeguarding practice carefully. They use this information to review risk assessments and improve provision where needed. Leaders work in close partnership with parents and carers and external professionals to support children's learning and wellbeing. They encourage parents to contribute to children's assessments and support plans, while effective multi-agency working ensures children receive timely support. Communication between rooms and families is effective and helps to provide continuity in children's care, learning and development. 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 What it's like to be a child at this setting Children are happy and settled. They have developed warm and trusting relationships with staff, who know them well. Children confidently explore their environment. They benefit from a curriculum that reflects their interests while encouraging them to meet the next steps in their learning. Children enjoy purposeful experiences both indoors and outdoors. This includes visiting the on-site forest school, trips to the local care home and caring for the setting's allotment. Children develop their independence throughout the day. They confidently manage routines, such as washing their hands, serving themselves at snack time, pouring drinks and making choices about their play. Children have access to a broad range of activities that develop their physical, mathematical and communication skills. They receive encouragement to solve problems and think creatively. All children learn successfully alongside their peers. Staff identify children's emerging needs early. They adapt teaching, routines and resources so that children can fully access everything available to them. Children benefit from consistent communication strategies, including Makaton and visual supports, alongside planned interventions, such as play therapy approaches. This helps to reduce barriers to learning for all children. Effective partnerships with parents and other professionals ensure children receive the support they need to make secure progress throughout their time here. Children receive supported to recognise and manage their emotions through nurturing interactions with staff, emotional coaching and consistent routines. As a result, children feel secure, confident and show increasing resilience. Children are safe and well cared for. They learn within an environment where staff prioritise their welfare. Children benefit from staff responding effectively to all their individual needs. This enables children to thrive. Next steps Leaders should continue to develop the organisation of group times to further enhance children's attention, engagement and participation in learning. Leaders should develop consistency in how staff extend children's thinking and vocabulary during their play. About this inspection The inspector spoke with leaders, staff, the special educational needs coordinator, assistants, designated safeguarding leads and parents and carers 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 Inspector: Kelly Whitley-Jones About this setting Unique reference number (URN): 2577636 Address: Puxton Park, Cowslip Lane, Hewish Weston-Super-Mare North Somerset BS24 6AH Type: Childcare on non-domestic premises Registration date: 14/08/2020 Registered person: Busy Buddies Daycare Ltd Register(s): EYR, CCR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00 Local authority: North Somerset Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 16 July 2026 Children numbers Age range of children at the time of inspection 0 to 5 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. Total number of places 70 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? 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