Busy Bees Day Nursery at Weymouth

Busy Bees Day Nursery at Weymouth
Unique reference number (URN): EY435250
Address: 1 Cumberland Drive, Granby Industrial Estate, Weymouth, Dorset, DT4 9TT
Type: Childcare on non-domestic premises
Registered with Ofsted: 12/08/2011
Registers: EYR
Registered person: Busy Bees Nurseries Limited
Inspection report: 7 August 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.

Expected standard
Achievement Expected standard
Children typically make good progress from their individual starting points across the areas
of learning and development. This is supported by an inclusive curriculum that is tailored to
children's interests, developmental needs and next steps in learning. As a result, children,
including those who attend part time, access a broad range of learning opportunities and
achieve well. Children explore activities with confidence and remain engaged for extended
periods of time. For example, they enthusiastically create potions, discussing which natural
materials they will add while sharing their ideas with others.
Children are curious learners, who independently access resources and make choices
about their play. They interact positively with others, playing cooperatively alongside their
peers and develop their social skills. Children typically build on their existing knowledge and
experiences as they explore, investigate and solve problems together. For example, they
collaborate to build towers and then adapt their play, working together to create a train track,
demonstrating teamwork, perseverance and a sense of achievement.
Most children are suitably prepared for transitions within the setting and their move on to
school. Staff encourage children to develop their independence through daily routines, such
as using the toilet, washing their hands and pouring their own drinks. These opportunities
help children to develop the self-help skills needed for their next stage of learning. However,
support for children's understanding of hygiene practises, particularly the importance of
wiping their noses independently, is not always consistent.
Behaviour, attitudes and establishing routines Expected standard
Leaders promote the importance of regular attendance. They monitor attendance patterns
and work closely with families to address barriers through regular check ins and
discussions. This helps children to attend regularly, establish positive learning habits and
benefit fully from the experiences and opportunities on offer.
Leaders typically take an inclusive approach to behaviour management and establishing
routines. Staff consider children's individual needs and stages of development, when
supporting behaviour. For example, parents can access age-appropriate books through the
setting's lending library to help promote positive behaviour, both at home and in the setting.
Staff build warm and supportive relationships with children through an established key-
person system. They know children well and use this knowledge to help them settle, feel
secure and develop confidence within the setting. As a result, children confidently seek
reassurance from familiar adults, when needed, and engage positively in daily routines and
learning experiences. Children demonstrate positive attitudes to learning and interact well
with their peers. For example, during a shape puzzle activity, children cooperate effectively,
sharing resources and taking turns so that everyone can participate. This helps children to
develop important social skills and respect for others.

Staff use a calm and nurturing approach to help babies and the younger children settle.
Children seek staff for cuddles when they get upset. Through these sensitive interactions, all
children build warm, trusting attachments. This supports them to feel secure and have a
sense of belonging.
Children generally behave well. Staff typically set clear expectations and provide reminders,
such as 'walking feet' and 'kind hands', to help children understand boundaries. They model
positive behaviour and use appropriate strategies to support children's understanding of
what is expected. However, these approaches are not always applied consistently, which
occasionally results in some children displaying unwanted behaviour.
Children's welfare and wellbeing Expected standard
Leaders establish policies and practices that support children's welfare, mental health and
wellbeing. These are generally understood by staff and parents and are implemented across
the setting.
Leaders create a safe and welcoming environment, where children enjoy learning, play and
social experiences. Staff make good use of the outdoor environment to extend children's
learning and promote their physical development. For example, babies access the garden
several times throughout the day, providing regular opportunities to explore and be active
outdoors.
Staff support older children to build on prior learning by linking indoor and outdoor
experiences. For instance, children apply their knowledge of plants during outdoor play as
they explore the garden and mud kitchen. As a result, children benefit from a broad range of
meaningful experiences that support their learning, wellbeing and development.
Leaders and staff promote healthy eating and use mealtimes as valuable opportunities to
develop children's social skills, conversation and understanding of good manners. Staff
implement safe sleeping and eating practises and adapt arrangements to suit each child,
including those with special educational needs and/or disabilities, and those facing other
barriers to their wellbeing. Staff supervise babies carefully during mealtimes and support
their growing independence by encouraging them to feed themselves during small-group
experiences. Older children are generally encouraged to develop their independence by
pouring their own drinks, using cutlery appropriately and taking responsibility for clearing
away after meals, such as scraping leftover food into the food waste bin.
Staff typically support children to carry out personal care routines independently, including
handwashing and nose wiping. However, practice is not always consistent, particularly in
promoting the importance of nose wiping, which means children's good health and hygiene
are not always promoted effectively
Curriculum and teaching Expected standard
Since the last inspection, leaders have focused on carefully planning and sequencing the
curriculum. As a result, they have typically developed an ambitious and inclusive curriculum
across all 7 areas of learning. Leaders have provided support and training for staff and
recognise that further guidance is required to embed the curriculum consistently. For

example, staff use a repeat-and-retrieve approach to revisit new and previously learned
experiences, helping to strengthen children's understanding and ensure learning is
embedded before they move on to new concepts.
The curriculum is typically taught well. Staff support children to learn about different artists
and introduce a range of creative experiences to develop their understanding. For example,
staff plan activities linked to the 'Artist of the Month', encouraging children to explore mark
making using natural flowers and experiment with mixing paints. Staff use appropriate
questioning to encourage children to think critically, make predictions and share their ideas.
Staff provide positive praise and encouragement for children's contributions, which helps to
build confidence, develop communication skills and engagement in learning.
Staff generally promote early physical development through planned opportunities for babies
to develop their strength and coordination. They also support early communication by
introducing and modelling language during sensory play. For example, staff use words such
as 'pat' and 'dig', alongside actions during sand play. This helps babies to make connections
between words and actions and supports their language development.
Staff typically introduce early mathematical concepts through familiar rhymes and purposeful
modelling of vocabulary, such as 'big' and 'little.' For example, staff in the Toddler room use
imaginative, repetitive rhymes to help children recognise which dinosaur is big and little.
Inclusion Expected standard
Leaders have created a welcoming nursery where children, including those with special
educational needs and/or disabilities, and their families feel valued. Staff work closely with
parents from the start, which helps them understand each child's needs and identify factors
that could affect their learning or wellbeing. As a result, staff provide the right support from
an early stage, ensuring children who need additional help are supported promptly.
Leaders work with other professionals to plan and review individual support, ensuring it
adapts to children's changing needs. Staff understand children's individual needs and make
appropriate adaptations to support their participation in learning. For example, children are
supported to work towards targets in their individual support plans through small-group
activities with adults and peers. As a result, children are appropriately supported, develop
confidence and make progress from their starting points.
Leaders and staff use additional funding effectively to meet each child's individual needs.
For example, children in receipt of early years pupil premium access tailored activities and
experiences that support significant transitions, such as welcoming a new baby into the
family, while also helping to close gaps in their learning and development.
Leaders generally take positive steps to support families facing disadvantage. For example,
they provide a 'Take What You Can, Give What You Need' station for families experiencing
hardship. Leaders also help parents access external support and courses and provide
resources through lending libraries and home-link bags to help families meet their children's
individual needs.

Leadership and governance Expected standard
Since the last inspection, leaders and staff have worked hard to maintain standards of care
and learning. They have planned effectively to drive improvements and address identified
weaknesses. Leaders recognise that, while progress has been made, some areas still
require further development. For example, leaders have identified the need to further embed
the curriculum and teaching approaches across the setting, particularly among newer
members of staff
Leaders work closely with families and other professionals to support children's wellbeing,
learning and development. They know how to access specialist advice to meet the needs of
all children, including those who face barriers to learning or who are currently, or have
previously been, known to social care. Parents report that they are well informed about their
children's experiences and progress and value the positive relationships they and their
children have with staff.
Leaders implement effective procedures to ensure staff are suitable for their roles. This
includes providing ongoing supervision and support. Staff are typically encouraged to
continue their professional development through training that enhances their knowledge of
the curriculum and improves teaching practice. Staff generally value the support they
receive during their induction and report that they feel valued in their roles and that their
workloads are manageable.
Leaders and staff place emphasis on partnership working with parents and carers. Regular
exchanges of information at drop off and collection times, alongside the use of an online
communication system, help to ensure that information is shared effectively between home
and nursery. Settling-in sessions are tailored to children's individual needs and help staff
establish positive relationships from the outset. Staff adapt care routines appropriately,
taking account of children's interests, stages of development, allergies, dietary requirements
and individual care plans.
What it's like to be a child at this setting
All children are greeted warmly by caring staff, when they arrive at the nursery. They settle
in quickly and make choices in their play, demonstrating that they feel secure. For example,
younger children play alongside each other with different coloured jugs in the water tray,
excitedly showing adults what they can do.

Inspector:
Immy Gunputh
Children are sociable, friendly and eager to share their ideas. They benefit from praise and
encouragement as they explore the environment. Babies enjoy plenty of cuddles, soothing
words and familiar songs with their key person. This helps them to form warm relationships
with staff. For example, staff encourage babies to engage with puppets during familiar
nursery rhymes, supporting their participation and enjoyment in group experiences.
Throughout the day, children move confidently between indoor and outdoor experiences and
show that they are generally familiar with the nursery's routines and expectations. Children
excitedly take turns using ride-on toys and negotiate space well during racing activities in
the garden. Babies explore low-level physical equipment with the support from the nurturing
staff. Children, from a young age, develop a love of books. They listen with interest when
staff read favourite stories to them, joining in with familiar phrases. Children's
communication and language skills are further promoted as they join in with songs and
rhymes. Children typically gain the skills they need for their future learning.
Children demonstrate imagination and creativity through role play and engage positively with
new experiences. For example, children in the toddler room confidently engage in role play
as they select food items in a pretend shop and pay for their purchases. They talk about the
foods they have chosen and discuss whether these are healthy options.
Next steps
Leaders should strengthen staff knowledge and skills in managing children's behaviour to
ensure children receive consistent messages and expectations.
Leaders should help staff to offer more consistent support for children to learn about
hygiene practises, especially the importance of nose wiping, to promote children's good
health.
About this inspection
The inspector spoke with leaders, staff, a 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.

About this setting
Unique reference number (URN): EY435250
Address:
1 Cumberland Drive
Granby Industrial Estate
Weymouth
Dorset
DT4 9TT
Type: Childcare on non-domestic premises
Registration date: 12/08/2011
Registered person: Busy Bees Nurseries Limited
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:00
Local authority: Dorset
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 7 August 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
59
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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