Busy Bees Day Nursery at Hillingdon

Busy Bees Day Nursery at Hillingdon
Unique reference number (URN): EY422536
Address: Entrance C, Hillingdon Hospital, Pield Heath Road, Uxbridge, Middlesex, UB8 3NN
Type: Childcare on non-domestic premises
Registered with Ofsted: 31/12/2010
Registers: EYR, CCR
Registered person: Busy Bees Nurseries Limited
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.

Urgent improvement
Achievement Urgent improvement
Not all children, including those with special educational needs and/or disabilities, make the
progress that they are capable of due to the variable quality of curriculum. Older children do
not have the essential age- and stage-appropriate knowledge and skills for their future
success. For example, they are not able to navigate the setting independently and lead their
own play. Children are stationary for large periods of time, which prevents them developing
confidence to try new things. Children do not understand staff's expectations for their
behaviour, this affects their relationships with other children. For example, children who
need additional support to their manage their emotions are not given appropriate support.
Children in the baby room develop early language skills, such as repeating single words and
babbling back and forth with staff. They learn the actions to familiar songs and join in with
rhymes. Younger children across the nursery have appropriate physical skills. They show
good balance and coordination, when using small climbing frames and push themselves
along on trikes. Children are able to use cutlery at mealtimes and can recognise shapes and
practise counting.
Behaviour, attitudes and establishing routines Urgent improvement
Leaders and staff do not create an environment that supports children's learning,
development and care. Staff do not effectively support children, including those with special
educational needs and/or disabilities (SEND) or other barriers to learning, to fully engage in
daily routines. For example, during group times, children with barriers to learning are seen
wandering around the room. This means they are not supported to develop the skills needed
for their next steps in learning.
Staff do not help children to understand what behaviour is appropriate. For example, staff do
not offer children explanations as to why they should not climb on tables. This leaves
children unsure about expectations and limits their ability to learn safe and positive
behaviours. Staff also do not manage behaviour appropriately. For example, staff do not
often give verbal behaviour instructions and rely on physically moving children. This means
children are not able to practise following instructions.
Children are kind, and work collaboratively and enjoy playing together. For example,
children roll and bounce the ball to each other and take turns fairly. Relationships between
younger children and staff are warm and responsive. Key persons know their children well
and babies are quick to settle with familiar staff. Staff remind children to say please and
thank you during mealtimes. Leaders monitor attendance and follow up any unexplained
absences.
Children's welfare and wellbeing Urgent improvement
Leaders do not ensure that risk assessments are sufficient to safeguard children effectively.
For example, damaged equipment, although identified, is not fixed or removed leaving

children at risk of harm. In pre-school, the environment is not organised safely. Space is
limited and floor space is cluttered, as a result, children are not able to move freely and
safely. Leaders' management of children's health and hygiene is ineffective. During rolling
snack, babies eat each other's left over food, this heightens the risk of infections spreading.
Leaders do not make decisions that support children with special educational needs and/or
disabilities or other barriers to learning and wellbeing. The pre-school room is noisy and
chaotic, which leads to children becoming overwhelmed and dysregulated. This means
children's wellbeing is not prioritised. Leaders have not ensured staff have the necessary
skills or understanding to support children with additional needs. Children are not supported
to regulate their behaviour so they can foster positive relationships and develop positive
strategies to express their emotions.
Young children separate well from their parents and seek reassurance and comfort from
familiar staff. Staff support and encourage children positively at mealtimes, promoting
healthy eating habits, such as offering fresh fruit. Staff follow safe sleep routines and
supervise sleep throughout. Children have access to playing outdoors, where they have
access to fresh air and the opportunity for physical activity if they choose.
Curriculum and teaching Urgent improvement
Leaders do not have an accurate understanding of the overall quality of the teaching across
the nursery. There are weaknesses in the curriculum implementation, particularly for older
children. For example, the pre-school children are instructed to complete adult-led activities,
such as tracing letters, cutting and colouring for sustained periods, and are not allowed to
leave these activities. As a result, children become bored and disinterested.
Staff do not organise the learning environment in a way that meets the needs of the
children. While staff identify children who require extra support, they do not always ensure
that appropriate plans are in place for all children to make sufficient progress from their
starting points. The organisation of the pre-school room means that children are restricted to
sitting down at tables and movement is limited. The children are not given space or time to
play freely or make independent choices. This means they are not able to practise and
refine their emerging skills in all areas of development. The noise levels in this room have a
detrimental impact on children's language and communication development. For example,
children cannot hear verbal instructions, and have to shout to be heard.
In rooms for younger children, they learn and socialise through independent play and
exploration. Staff provide resources outdoors that children use to practise their balance and
coordination. For instance, toddlers practise throwing and catching balls. Staff support
younger children's communication and language development through singing songs and
reading stories.
Inclusion Urgent improvement
The provision for children with special educational needs and/or disabilities (SEND) and
those with other barriers to learning is ineffective. Leaders do not ensure the environment is
organised in a way that ensures that all children can move freely and access learning
experiences. Teaching is not consistently adapted to support all children, particularly those

who face barriers to learning, to engage and make progress. Leaders lack oversight to
ensure staff have confidence and expertise in meeting the individual needs of children with
SEND, which negatively impacts the quality of children's experiences and how well their
development is supported.
Children with SEND and or other barriers to learning are not consistently provided with
focused support to enable them to engage in routine or support them with what is happening
next. Instead, staff physically move children. Leaders engage with external professionals to
access additional support for some children, and this has some beneficial impact, such as
with speech and language therapists. However, not all children receive timely support to
meet their individual needs while waiting for external guidance. This means children are not
able to make the steady progress needed for their next steps in learning and development.
Leadership and governance Urgent improvement
Leaders do not identify significant weaknesses across the nursery, resulting in breaches of
the 'Statutory framework for the early years foundation stage'. Indoor space is not organised
in a way that meets the needs of children or ensures their safety. Additionally, leaders do not
ensure appropriate risk assessments are completed. This means children's health, safety
and wellbeing are compromised. Leaders do not ensure that the necessary adaptations for
children, including those with special educational needs and/or disabilities or those that face
barriers to learning are effective. They also do not ensure that staff are equipped and
confident to implement appropriate behaviour management procedures. Leaders recognise
that their poorly implemented curriculum in the pre-school room is negatively impacting
children's engagement, wellbeing and progress.
Leaders and staff maintain positive partnerships with parents. Parents appreciate the
regular updates and communication they receive about their children's learning and
development. They comment that staff and leaders are friendly and help children settle
quickly into nursery. Staff report that they feel supported by leaders. Staff complete
paediatric first-aid and safeguarding training. Leaders know the local community needs, and
provide a baby bank to support families with essential items, such as nappies, fruit and
clothing and offer a lending library. This helps families who face barriers feel supported.

Compulsory Childcare Register requirements
This setting has not 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
Leaders do not ensure that an appropriate curriculum is implemented across the nursery
that promotes all areas of development. The quality of teaching for older children is poor.
Staff do not provide learning activities that sustain children's interests. This has a
detrimental impact on children's progress. The learning environment is not tailored and
adapted to meet the needs of all children, including those with special educational needs
and/or disabilities (SEND). This means children with SEND do not have the reasonable
adjustments they need to join in fully with activities and routines. Children are not able to
make the expected progress they are capable of in the pre-school rooms chaotic, noisy and
cluttered environment. This means some children's behaviour starts to deteriorate, and
those who need extra support in their learning and development wander with no purpose or
struggle to engage. At times, staff focus their time on managing children's behaviour rather
than providing quality learning and development experiences. Staff do not always
demonstrate respectful interactions. For example, when staff want children to stay sitting at
an activity, they physically move them back without communication or encouragement. This
does not help children learn to follow simple instructions, understand behaviour expectations
and routines or build independence.
Overall, children are settled at the nursery and become confident in some routines, such as
toileting and mealtimes. The key-person approach helps babies feel comfortable and
secure. Children develop some friendships with their peers and staff get to know the
children well. Younger children, such as babies and toddlers, enjoy choosing books and
looking at the pictures with staff and demonstrate a positive attitude to learning. They

practise skills such as feeding themselves, mark making with crayons and enjoy sensory
experiences with water.
Next steps
The provider is not meeting the requirements of the Early years foundation stage and
Childcare Register and Ofsted intends to take enforcement action.
We will issue a Welfare Requirements Notice requiring the provider to have taken the
following actions by the assigned date:
Action Completion Date
ensure that a consistent and suitable behaviour
management approach is understood and implemented
by all staff
05/08/2026
ensure that leaders have effective oversight of SEND
provision, including support arrangements and
environmental adaptations to ensure all children are
able to access learning and make progress
05/08/2026
ensure that indoor space is organised effectively to
meet all children's needs including those with SEND
05/08/2026
ensure risk assessments are implemented and
understood by all leaders and staff to ensure children's
safety and welfare
05/08/2026
To meet the requirements of the Early years foundation stage and Childcare Register the
provider must take the following actions by the assigned date:
Action Completion Date
implement a purposeful curriculum that promotes play
and learning in all areas of development to ensure that
all children make progress
05/08/2026
ensure staff know and understand the curriculum and
how to implement this to meet children's individual
needs and support their learning and development,
particularly for children with SEND and those who face
barriers to learning
05/08/2026

Inspectors:
Frankie Holliday
Rebekah Walters
About this setting
Unique reference number (URN): EY422536
Address:
Entrance C, Hillingdon Hospital
Pield Heath Road
Uxbridge
Middlesex
UB8 3NN
Type: Childcare on non-domestic premises
Registration date: 31/12/2010
Registered person: Busy Bees Nurseries Limited
Register(s): EYR, CCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:00
Local authority: Hillingdon
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
About this inspection
The inspectors spoke with leaders, staff, 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.

Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
119
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.
Piccadilly Gate
Store Street
Manchester
M1 2WD
T: 0300 123 1231
Textphone: 0161 618 8524
E: enquiries@ofsted.gov.uk
W: www.gov.uk/ofsted
© Crown copyright 2026
© Crown copyright