Busy Bees at West End

Busy Bees at West End
Unique reference number (URN): 2876145
Address: Dorna House One, Guildford Road, West End, Woking, GU24 9PW
Type: Childcare on non-domestic premises
Registered with Ofsted: 04/12/2025
Registers: EYR
Registered person: Busy Bees Nurseries Limited
Inspection report: 3 February 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 are well supported from an early age to develop the skills they need in preparation
for school. Children grow in confidence and become ready and excited about their next
stage of education. On the whole, children are competent communicators as they hold
conversations with adults and make their needs and wants known. The youngest children
learn to pay attention as they sit and listen to stories. They learn to respond to spoken
language and instructions, as they eagerly lift the flaps on the books to see what is hiding
underneath.
All children, including those with special educational needs and/or disabilities, or that face
barriers towards their learning, generally make progress towards their individual targets from
their starting points. Children develop friendly relationships with each other, hold hands as
they play and seek each other out to share their learning experiences. Children have a
sense of pride in what they do, build emotional resilience and independence.
Behaviour, attitudes and establishing routines Expected standard
The positive, respectful culture staff have created supports a welcoming and inclusive
environment. Staff have high expectations for children's behaviour. They consistently
reinforce expected behaviours, such as no running indoors and being kind to our friends.
Children listen, follow instructions well and begin to understand that the rules and
boundaries in place help keep them and others safe. Staff recognise that children's regular
attendance helps them establish solid routines, which supports their sense of security and
readiness to learn.
Overall, children, including those with special educational needs and/or disabilities, are
supported to actively participate in a range of play and planned activities. This helps them to
develop positive attitudes towards learning and each other, as they share their experiences.
However, at times some staff members do not always recognise when less-confident
children require additional support to engage in activities or play to improve their motivation
to learn. On these occasions, some children are not fully supported to develop their
confidence.
Staff consistently model positive behaviour, encouraging children to take turns and play
cooperatively. As such, children are kind, learn to share and help each other. For instance,
children help each other as they tidy resources away, each holding one end of a large board
and working together to carry it across the room to put it away. Children develop a sense of
teamwork and responsibility.
Children's welfare and wellbeing Expected standard
Staff help all children, including those with special educational needs and/or disabilities, to
express their emotions. For example, they use visual real-life images that demonstrate

different emotions to help children label and understand what they are feeling. This helps
children to navigate social interactions more positively.
Through activities and routines, staff support children to develop healthy habits, such as
encouraging good hygiene, eating healthily and the importance of oral health. Children learn
about safety, and caring for the world they live in. For instance, staff teach children about the
importance of recycling. They encourage children to recall what items are recyclable.
Children confidently share what they know and give a list of items, such as glass, cardboard
and plastic and children know about the different bins used to sort waste. They explain that
they must put their rubbish in the bin to keep the environment clean. This helps children
make thoughtful choices about litter and safety.
The key-person system in place is effective. Staff support all children, including those that
are new, to settle quickly. They offer gentle encouragement, consistent routines and positive
interactions. Staff ensure children's care routines align as closely as possible with those at
home. They talk to children's parents and offer advice on sleeping, weaning and learning to
use the potty. This supports children's emotional wellbeing and helps them feel secure.
Curriculum and teaching Expected standard
Leaders have created a curriculum that supports all children, including those with special
educational needs and/or disabilities, to develop their skills step by step, building on prior
learning. For example, staff use their knowledge to plan playful activities, such as water play,
to teach the youngest children mathematics. Children learn mathematical concepts as they
empty and fill containers of water, alongside singing number songs as they play. As children
grow, staff support them to develop more complex mathematical awareness by building on
previously learned skills, such as understanding quantity, size and shape.
Children build on their vocabulary as they learn new words and develop skills to solve
problems. Staff place emphasis on supporting children's physical development as they learn
to move in different ways. They lovingly guide children by encouraging them to hold their
arms out as they learn to skilfully balance on wooden beams in the garden. The explicit
praise and positive reinforcement helps children develop a positive sense of self, feel proud
and supports their wellbeing.
Staff conduct regular assessments and carefully observe all children. The teaching during
activities is purposeful and helps children to develop across all areas of learning. Staff
observe children, check their progress and plan appropriate next step goals for children to
achieve. However, not all staff across the setting fully understand the curriculum priorities,
which limits the depth of their teaching.
Inclusion Expected standard
The setting promotes inclusivity and all children are welcomed, valued and respected. All
children, including those with special educational needs and/or disabilities (SEND), are
supported to make progress in their learning and develop a sense of belonging. Leaders
and staff assess children's individual needs with careful precision and attention to detail.
Staff make necessary adaptions to routines, activities and their interactions to ensure
children with SEND are included and benefit from the learning experiences on offer. For

example, staff consistently use 'now and next' boards to help children with SEND
understand what is happening now and what comes next. This reduces uncertainty and
supports them to feel secure and confident to engage in daily routines.
Staff conduct regular assessments and carefully observe all children. Where staff identify
additional support is needed, they swiftly devise tailored plans and work collaboratively with
parents and other professionals, such as the local authority. Staff carefully monitor children's
progress and effectively review the impact of targeted support. This ensures strategies
remain effective and allows a swift response to children's changing needs.
Leaders demonstrate that any additional funding is sought and used to help all children,
including those that may face barriers to their learning, engage fully and reach their
potential. This strengthens outcomes for children.
Leadership and governance Expected standard
There have been recent changes to the day-to-day leadership team. New leaders are
enthusiastic and dedicated to their role with a clear ambition of driving positive improvement
across the setting. They have placed focus on developing a strong workforce and value
each staff member's individual strengths, which improves staff's confidence, engagement
and morale. Staff benefit from regular supervision sessions, where their workloads are
explored, alongside plans for future training to enhance their personal effectiveness.
Leaders encourage staff growth within the company and recognise the positive impact
professional development has on children's learning and care. Staff report high levels of
support and guidance.
Leaders generally understand the strengths of the setting and areas to be improved. For
example, leaders have reflected on how they can support children as they transition through
the daily routine. They have implemented new strategies, such as circle time, to help
children refocus before they enter into the next aspect of the day. Children are given clear
warnings before transition times, which helps them to regulate their emotions and transition
calmly. This has a positive impact on all children's behaviour, including those who may face
barriers to their learning, as well as their overall wellbeing.
What it's like to be a child at this setting
Children learn and play in a stimulating yet calm environment. Their health and safety are a
high priority for staff as they carry out regular headcounts when children transition around

Inspector:
Kelley Ellis
the building. Staff are watchful for any dangers that could pose risk and help children
recognise how to keep themselves safe. For instance, children are asked why they should
be careful walking on the wet wooden beams in the garden. Children share their opinions on
how the rain has made the beams slippery. They are encouraged by staff to take extra
caution. This supports children to problem solve and to identify potential hazards
themselves. Leaders and staff work closely with parents to ensure children attend regularly
and arrive on time to receive the full benefits of their learning. This helps children establish
secure foundations as they build on skills and make consistent progress.
Children with special educational needs and/or disabilities are well supported to participate
in meaningful play and learning alongside other children. Staff understand children's needs
and support them as they join up with their friends to play games, such as hide and seek.
Through consistent modelling and guidance, staff teach children to be kind and considerate
of others. All children develop a sense of belonging, feel welcome as they play and learn in
an inclusive environment.
Staff provide activities that promote children's curiosity. For example, the youngest children
express awe and wonder as they explore frozen gloop, which supports their sensory
development, creativity and fine motor skills. Older children strengthen their hand muscles
as staff encourage them to manipulate play dough by pinching, squeezing and rolling.
Children express their delight as they make 'wiggly worms' with staff. They develop their
physical skills as they make believe and pretend.
Next steps
Leaders should further develop staff understanding and implementation of the curriculum
to raise teaching to an even higher standard.
Leaders should support staff to consistently recognise when less-confident children need
additional support to engage in activities and play, to fully promote their focus and build on
their positive attitudes to learning.
About this inspection
The inspector 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.

About this setting
Unique reference number (URN): 2876145
Address:
Dorna House One
Guildford Road, West End
Woking
GU24 9PW
Type: Childcare on non-domestic premises
Registration date: 04/12/2025
Registered person: Busy Bees Nurseries Limited
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority: Surrey
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 3 February 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
110
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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