URN 2841206 · Inspected 2026-07-29 · Published 2026-09-14 · Inspector: Lucy Jones
Busy Bees at Ely Unique reference number (URN): 2841206 Address: 54 Downham Road, Ely, CB6 1BL Type: Childcare on non-domestic premises Registered with Ofsted: 04/04/2025 Registers: EYR Registered person: Busy Bees Nurseries Limited Inspection report: 29 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 throughout the rooms make strong progress from their starting points, including those who face barriers to learning. Children develop the essential skills they need to become increasingly independent. For example, from a young age, children learn to feed themselves using cutlery, while older children confidently serve their own portions at mealtimes. As a result, children demonstrate progress in the development of their confidence and a strong sense of responsibility for their own needs. Transitions between rooms are thoughtfully managed to ensure that children are ready for the next stage in their learning. Transitions are adapted to meet children's individual needs, allowing additional time in familiar environments where necessary. During the beginning stages of transitions, staff take time to get to know them well, carefully considering their starting points. This supports children to build on what they already know and can do, to achieve well over time. Older children are supported to develop key-physical skills, such as learning to safely climb stairs. Staff provide appropriate guidance and encouragement to help children feel confident with these movements. This helps them to develop their independence and be ready for older rooms. Behaviour, attitudes and establishing routines Strong standard Children build nurturing relationships with leaders and staff throughout all age groups within the setting. Children regularly seek reassurance from staff members when they are upset, and quickly learn to regulate themselves during meaningful interactions and comfort from adults. Staff show a consistent approach to supporting and understanding children's behaviour, and ensure that approaches are adapted to suit their different ages and developmental stages. Children show consistently positive attitudes to learning, and understand what is expected of them. For example, children are asked to tidy up when preparing for mealtimes. They happily do so and work collaboratively with one another, showing they can follow instructions well. Children are supported to understand and manage their own emotions. For example, during group times, staff provide meaningful opportunities for children to reflect on and express how they are feeling. For example, children indicate their emotions by pouring oats into a cup, while engaging in discussions with staff and peers about how they are feeling, and what they can do to improve their mood. As a result, children develop a strong sense of self, and begin to use simple strategies to regulate themselves. Staff implement highly effective strategies to reinforce positive behaviour, including regular praise and celebrating children's achievements. As a result, children make positive progress and develop a clear understanding of expectations within the setting. Children's welfare and wellbeing Strong standard Leaders ensure that children's welfare and wellbeing is consistently focused on throughout all ages within the setting. Children are supported to develop polite manners during mealtimes. For example, they independently find their place mats and wait for their peers to be seated before beginning to eat. Older children particularly enjoy additional responsibilities, such as preparing for mealtimes by laying the tables. This supports children to develop a strong sense of responsibility and independence, helping them to progress on to the next stage of their learning. Staff consistently teach children how to develop thorough hygiene routines. Children understand the importance of keeping themselves clean and are supported to become independent in doing so. From a young age, staff consistently reinforce the importance of washing hands before and after mealtimes, as well as messy play. As children transition to older rooms, they are supported to carry out these routines independently and take responsibility for their own personal care. For example, staff provide face wipes and model how children can clean their faces after eating. As a result, children develop good personal hygiene habits, increasing their independence and contributing positively to their overall personal needs. Curriculum and teaching Strong standard Leaders and staff have a consistent understanding of the curriculum, and what they would like children to learn. The curriculum supports staff to have a strong understanding that all children are unique, and make progress at their own pace, including those who may face barriers to learning. Staff in younger rooms identify the importance of supporting children's physical development. For example, staff support children to take their first steps by walking behind them while holding their hands. As children achieve this movement, staff consistently give praise to children through words of encouragement and applause, celebrating their success. As a result, children develop increasing confidence in their gross motor skills and learn how to become resilient with new challenges. Throughout all rooms, staff use invitations for children to learn through different themes and topics. For example, in younger rooms, children are excited to learn about different animals, what they look like and the noises they make. Staff demonstrate consistently high-quality teaching, by regularly extending children's play to build on their interests and link to different areas of learning. For example, children use play dough to create different shapes using tools, such as rolling pins. They then incorporate these creations into imaginative role play, pretending to make food for animals. As a result, children strengthen their fine-motor skills and coordination, as well as building on their imagination and creativity skills. Throughout these interactions, children also develop their communication and language by interacting with their peers and adults. Inclusion Strong standard Leaders and staff demonstrate a strong commitment to inclusion and are passionate about ensuring that all children have regular access to learning opportunities. They work quickly to identify environments to be adapted, and make sure that resources meet the needs of every child. For example, children will be regularly observed and assessed to identify their current progress, and what their next steps will be, such as timeframes to transition on to the next room. Leaders work closely with key persons and parents to reach common goals for children. Staff make thoughtful adjustments to activities and routines, to ensure that all children are fully supported to engage and participate. Leaders have experience in working with external agencies within the setting, such as speech and language therapists. This supports a strong sense of partnership working to ensure that children receive tailored support in order to make progress. Leaders and staff carefully identify children's circumstances, and work closely with parents to ensure there is consistency both at home and the setting. Leaders identify the use of additional funding to support children's development. They work closely with families to identify additional areas of support for children, for example, through purchasing additional resources or supporting staff to undertake additional training. Children who speak English as an additional language are well supported to develop their communication skills. Staff regularly communicate with parents to discuss children's progress and identify effective ways to support their language development. Children are praised and celebrated when they achieve new language milestones, helping them to develop their confidence in this area. Leadership and governance Strong standard Leaders have an enthusiastic approach to ensuring that all staff are consistently providing children with engaging learning opportunities. Leaders show that they are passionate about their roles and making positive impacts for children. Leaders regularly assess the setting's strengths and areas for improvement and ensure that this is communicated with staff. For example, leaders have identified that staff should always consider the purpose behind planning and the carrying out of activities. Although staff consistently deliver high-quality teaching throughout the setting, embedding this further will help to ensure that every learning opportunity is used to maximise children's progress. Leaders reiterate the importance of continuous improvement for staff. For example, they carry out regular supervisions and deliver constructive feedback to staff, to identify areas for improvement. Leaders develop close relationships with parents, and enjoy working with them to ensure that children receive the best outcomes at the setting. They value consistency in routine for children both at home and within the setting, and understand ways in which parents can be supported further to ensure children's barriers to learning are reduced. Leaders foster an open-door policy at the setting, to promote open communication between leaders and staff. This encourages staff to regularly check in with leaders about their own wellbeing, and any concerns they may have. Leaders value parent participation throughout the setting. Leaders will regularly meet with parents to discuss children's progress and next steps. Parents are encouraged to take part in activities with children at home and share this with the setting, resulting in strong partnerships that support children's learning and development both within the setting and at home. What it's like to be a child at this setting Children arrive at a welcoming setting and are greeted by staff who are nurturing and kind. Children are well understood by staff, who take value in getting to know children and families, supporting them to settle in at their own pace and feel comfortable at the setting. Children feel settled within their rooms, and are given opportunities to freely explore their environments, creating multiple opportunities for high-quality learning. Children gravitate towards familiar adults, such as their key persons, and enjoy engaging with them through daily interactions and activities. Children show excitement and enjoyment while playing with staff. This supports children to build secure relationships and helps them to develop their confidence and curiosity to explore. Children's development and progress is consistently considered by staff, including those who face barriers to learning. Transition periods are often adapted to meet children's individual needs, to ensure all children are given the opportunities to learn and thrive. Children's interests are always considered throughout the setting. Staff ensure that they take the time to get to know children, and effectively plan activities and resources around this. For example, younger children enjoy sensory resources, such as oats and homemade play dough. Staff will always make sure these resources are accessible to children throughout the day, supporting children's understanding of different textures within their environment. Children regularly show curiosity about their environment and the outside world. For example, they show interest in large vehicles nearby, such as lorries, identifying the sounds they make. Staff use these interactions as opportunities to engage children in meaningful conversations about different modes of transport, and extend this further during circle times. As a result, children develop their communication and language skills, broaden their understanding of the world, and confidently share their experiences with adults and peers. Next steps Leaders should ensure that staff always consider the purpose and intended learning behind all activities. Inspector: Lucy Jones About this setting Unique reference number (URN): 2841206 Address: 54 Downham Road Ely CB6 1BL 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 : 07:30 - 18:00 Local authority: Cambridgeshire Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 29 July 2026 Children numbers About this inspection The inspector spoke with leaders, staff, parents, children and the special educational needs coordinator 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. Age range of children at the time of inspection 1 to 4 Total number of places 78 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. 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