Busy Bees Day Nursery at Norwich Hospital

Busy Bees Day Nursery at Norwich Hospital
Unique reference number (URN): EY305861
Address: Colney Lane, Colney, Norwich, NR4 7UX
Type: Childcare on non-domestic premises
Registered with Ofsted: 24/08/2005
Registers: EYR
Registered person: Busy Bees Nurseries Limited
Inspection report: 26 January 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
All children, including children with special educational needs and/or disabilities and those
who face other barriers to learning, make excellent progress from their starting points. They
develop a rich breadth of knowledge and skills, enabling them to grow into highly confident,
resilient and independent learners. Transition arrangements are thoughtfully planned and
implemented to ensure children are extremely well prepared for each stage of their learning,
including their move on to school. For example, younger children are carefully supported to
develop balance and climbing skills, equipping them with the confidence and competence to
navigate the stairs safely when moving to other nursery rooms.
Staff focus on developing children's communication and language skills and ensure they
become confident and articulate communicators. Children eagerly engage in meaningful
conversations, sharing their thoughts, ideas and experiences with ease. From an early age,
they develop a genuine love of books. Babies respond with excitement as staff expertly
bring stories to life. Older children predict story outcomes and discuss characters and
events with growing insight. Children confidently express themselves, articulating their ideas
and creations while drawing and exploring, demonstrating curiosity and imagination.
Behaviour, attitudes and establishing routines Strong standard
Leaders and staff provide highly effective support for children's personal, social and
emotional development. They have comprehensive settling-in sessions where staff gather
detailed information from parents and carers. This enables staff to meet children's individual
needs from the outset and ensures smooth and positive transitions. Children and parents
feel confident and reassured about starting nursery. There is a secure key-person system
that is firmly embedded. Staff share information with parents to ensure they are fully
involved in all aspects of their children's care and learning. Staff model excellent manners,
respect and consideration for others and teach children the importance of sharing and taking
turns. Children confidently use polite language and demonstrate independence during snack
times and mealtimes.
Staff know children very well and respond promptly to their needs, recognising cues and
offering appropriate support. Interactions are calm, nurturing and consistently age-
appropriate. Staff engage at children's level and provide gentle reminders of behavioural
expectations. As a result, children, including those who are new to the setting, are settled
and form secure attachments, demonstrating excellent behaviour. Leaders are proactive in
identifying and addressing barriers to attendance, ensuring that children benefit from
continuous care and rich learning experiences that support rapid progress.
Children's welfare and wellbeing Strong standard
Staff create a calm, harmonious environment where children thrive socially and emotionally.
Children confidently recognise and articulate their feelings and are supported by skilled staff
who provide sensitive and responsive guidance. Children develop a secure understanding of

their emotions and regulate their behaviour exceptionally well. Children form trusting
relationships with staff, seek reassurance and share their ideas. They engage
enthusiastically in their learning. They explore with curiosity and increasing independence,
demonstrating resilience and well-developed social skills.
Leaders and staff demonstrate detailed understanding of each child's needs and
consistently prioritise their wellbeing, including for those children who face barriers to their
learning. For example, leaders use additional funding effectively to create thoughtfully
designed calm spaces where children can relax and regulate their emotions and behaviour.
Funding is also used to purchase high-quality group games that promote cooperation,
strengthen social interactions and support children to build positive friendships.
Professional development supports staff to confidently keep children safe while sleeping,
feeding and weaning. Mealtimes are expertly managed, with careful attention to dietary
requirements and allergies. Children enjoy nutritious meals that promote healthy lifestyles.
Rich opportunities for children to learn outdoors promote physical development. Children
explore the outdoor environment with enthusiasm and show curiosity about the natural
world. They assess risk and make safe, informed choices in their play. Staff consistently
model and reinforce clear safety routines. For example, children are reminded to keep their
hands out of their pockets when using the balance beam to help them maintain stability and
prevent accidents.
Curriculum and teaching Strong standard
Leaders design an ambitious curriculum that is responsive to children's individual needs.
They regularly evaluate the impact of the curriculum and the quality of teaching. They make
timely adaptations and ensure that every child receives the support they need to make
excellent progress throughout their time at the setting.
Staff consistently adapt teaching to ensure the curriculum is fully inclusive. They
demonstrate expert knowledge of child development and precise understanding of intents
for children's learning. Staff ensure that every interaction is purposeful and used to extend
learning, supporting children to make rapid and sustained progress from their starting points.
Staff's assessment and observation of children help them swiftly identify any gaps in
learning and put targeted support in place. They know children extremely well and speak
with confidence about each child's development. Strategies support all children to achieve
their developmental and learning milestones.
Staff skilfully adapt the environment to meet the needs of children of different ages and
abilities. They focus on supporting children's communication and language skills and their
physical, personal, social and emotional development. Activities such as singing and stories,
and resources such as mirrors and sensory bottles, help children explore and express ideas
and emotions and build on their speaking skills. Staff help babies to crawl and pull
themselves up to strengthen their physical skills. Children develop their early mathematical
understanding. Staff support them to count with confidence and use mathematical language
accurately in context. Children strengthen their motor skills as they use pincers to carefully
remove dinosaurs secured to sticky tape. As they work, staff encourage them to compare
and identify different sizes and to count each dinosaur as it is removed. This promotes both

precision in counting and the development of comparative language, such as 'bigger' and
'smaller'.
Inclusion Strong standard
Leaders and staff expertly support all children in their learning and development, including
children who speak English as an additional language. Leaders demonstrate exemplary
oversight of funding, ensuring resources are deployed with precision and rigorously
reviewed to secure sustained improvement for children. For example, funding is used to
provide high-quality one-to-one support for children and carefully selected resources that
precisely meet children's individual needs. This helps to enhance children's learning and
enrich their experiences.
Staff working with children with barriers to their learning are dedicated to their roles and
demonstrate commitment to supporting children and their families. They are proactive in
promoting the diverse cultural backgrounds of children who speak English as an additional
language to share their culture and experiences. This helps to enrich the curriculum and
strengthen the setting's sense of community. Leaders focus on professional development to
ensure staff are well equipped to meet children's individual needs. They provide targeted
training, including in sign language, to strengthen staff's ability to support communication
and language. Staff work proactively with leaders and special educational needs and/or
disabilities coordinators. They identify and assess children's needs and identify emerging
developmental concerns at the earliest opportunity. Leaders establish purposeful
partnerships with parents and carers and external professionals to implement precisely
targeted support plans. As a result, potential barriers to learning are swiftly identified, which
enables children to make sustained progress from their starting points.
Leadership and governance Strong standard
Leaders are committed to continuously enhancing the provision to meet the evolving needs
of children and families. They rigorously reflect on practice, celebrate success and
proactively identify improvements needed. This promotes consistently positive experiences
for children, helping them to thrive in a high-quality, stimulating and supportive learning
environment.
Leaders are attentive to staff's wellbeing and create a supportive, collaborative culture
where everyone feels valued and empowered. Staff benefit from in-depth coaching and
mentoring, and leaders provide a variety of training to enhance professional development.
For example, initiatives such as an apprentice hub and a 'future leaders' programme provide
clear pathways for progression. This helps staff to continuously strengthen their skills,
knowledge and leadership capacity. Leaders manage staff's workload well, and staff feel
well supported in their roles. Leaders work collaboratively with parents and carers and foster
positive relationships that support children's learning, development and readiness for their
move on to school. Parents are well informed about their children's learning and levels of
development. They comment on the rapid progress their children make. Parents of children
with special educational needs and/or disabilities note how supportive and attentive staff are
to their children's individual needs.

Leaders respond promptly and effectively to any concerns. They follow clear procedures to
ensure timely resolution and maintain the highest standards of care, safety and support for
children, families and staff.
What it's like to be a child at this setting
Children flourish in this warm and supportive nursery. They enter eager to learn and quickly
immerse themselves in the activities on offer. The environment is fully inclusive and staff
adapt the curriculum thoughtfully so that all children, including those who face barriers to
learning, thrive and make excellent progress. Staff are highly responsive to children's
feelings and changing needs. They have an in-depth understanding of children's interests,
starting points and levels of development. Children build secure relationships with staff,
which helps them settle quickly and confidently into nursery life. Leaders work closely with
parents and carers to ensure children attend regularly and benefit fully from rich learning
experiences.
Children demonstrate exemplary behaviour. They are eager to take on small tasks and
enjoy the sense of responsibility. For instance, children take pride in helping to set tables for
lunch and being helpers during group time. Children develop close friendships, happily
taking turns and sharing as they play. They understand and respectfully follow routines and
expectations. Children confidently engage in activities that spark their curiosity and
enjoyment of learning. Younger children sing 'Five Little Speckled Frogs' as they count the
frogs and identify the different colours. Older children practise recognising and writing some
letters from their names. They proudly share their work with staff, who praise and encourage
their efforts. Children build confidence and develop skills in a positive and productive
environment.
Children demonstrate confident independence as they make choices and manage tasks for
themselves. For instance, children fill jugs of water and bring them to the table for snack
time. They know to move carefully around the room when carrying the full jug. Children
display consistently positive attitudes and make excellent progress across all areas of
learning and development. They are especially well prepared for the next stage in their
education and are motivated to learn.

Inspectors:
Laura Redmond
Karen Harris
About this setting
Unique reference number (URN): EY305861
Address:
Colney Lane
Colney
Norwich
NR4 7UX
Type: Childcare on non-domestic premises
Registration date: 24/08/2005
Registered person: Busy Bees Nurseries Limited
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:30
Local authority: Norfolk
Next steps
Leaders and those responsible for governance should sustain their work to ensure
continued improvement and high standards. They should focus on creating a
transformational impact on the outcomes and experiences of those who may face barriers
to their learning and/or wellbeing.
About this inspection
The inspectors spoke with leaders, staff, parents, children and a special educational needs
and disabilities 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.

Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 26 January 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
114
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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