Busy Bees at Addlestone

Busy Bees at Addlestone
Unique reference number (URN): 2713882
Address: 3 Simplemarsh Road, Addlestone, KT15 1QH
Type: Childcare on non-domestic premises
Registered with Ofsted: 23/11/2022
Registers: EYR, CCR
Registered person: Busy Bees Nurseries Limited
Inspection report: 4 March 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
Behaviour, attitudes and establishing routines Expected standard
Children across the setting show positive attitudes to learning and settle well on arrival.
They enter the environment calmly, ready to engage, and respond positively to the well-
established morning routines. Staff provide a warm, predictable atmosphere that helps
children feel secure and understand what is expected of them.
Children cooperate with each other and are developing increasing levels of independence
appropriate to their age. They move confidently between different areas of provision and
transition smoothly between routines and activities. Behaviour is generally appropriate, and
children demonstrate kindness towards others. They share resources, take turns and are
developing a clear awareness of how their behaviour impacts on their friends. Interactions
are usually respectful, and children listen to one another and follow instructions with growing
confidence. When challenges arise, staff offer timely support that helps children manage
situations effectively and learn from them.
The curriculum supports children's social and emotional development well. Children are
encouraged to identify their feelings and use simple strategies to manage their emotions.
They are becoming more resilient and willing to try new experiences, even when they feel
unsure or face a challenge.
The daily routine is structured to support learning effectively. Stories, songs and purposeful
activities offered indoors throughout the day help children maintain interest and engage for
sustained periods. As a result, they are developing concentration, self-control and the skills
needed for the next stage in their learning.
The setting works closely with families to promote regular attendance and punctuality. Staff
remain alert to any signs that may indicate a concern and take appropriate action to promote
the safety and welfare of all children.
Children's welfare and wellbeing Expected standard
Children's welfare and wellbeing are promoted well throughout the setting. Warm, trusting
relationships are established between children and staff, helping children feel safe, secure
and ready to engage in the day. Staff know children as individuals and take account of their
personalities, interests and specific needs. This secure emotional foundation supports
children to separate calmly from their parents and settle with confidence. Throughout the
day, children approach routines positively and seek comfort, reassurance or support from
familiar adults when needed. The youngest babies are supported by staff that know them
and their individual needs well. They are closely supervised during sleep times and treated
with care and respect during nappy changes. Staff sing to them and use these daily routines
to further nurture the key-person relationship.
Staff have a clear understanding of children's health, education and care plans. Leaders and
those with designated responsibilities are well informed about changes to children's
circumstances and additional needs. Effective systems are in place to gather, review and

update key information, including dietary needs, allergies and medical plans. Children
remain safe because staff follow these procedures consistently. Snack and mealtimes are
managed safely.
Children's emotional development is supported well. Staff help children recognise and
express their feelings and use simple coping strategies when they feel unsure or anxious.
Everyday discussions are used to build emotional understanding and resilience. Children
also develop self-care skills, including handwashing, staying hydrated and helping to
maintain their environment.
Inclusion Expected standard
Leaders and staff create a warm, welcoming environment where children feel included and
valued. Staff make appropriate adaptations for children with special educational needs
and/or disabilities and those children with emerging gaps in learning. They support children
to understand their feelings, manage their behaviour and build positive relationships, which
helps all children develop positive attitudes to learning.
Leaders support staff to reflect on what they know about each child. When children need
extra help, staff write individual plans and involve external professionals where necessary.
Staff provide one-to-one support for some children in receipt of additional funding, using
focused interaction to build communication skills, encourage sharing and turn-taking and
help children manage transitions.
Staff listen to children's choices and respect their interests. In general, they understand each
child's preferred ways of playing, which helps children feel confident, settled and ready to
participate in routines. When staff notice that children favour particular resources, they adapt
activities so they can introduce new learning through those interests. This ensures that all
children access a broad, balanced range of experiences and stay engaged in the provision.
Leadership and governance Expected standard
There have been recent changes to the leadership and management team. These are
already having a positive impact on the provision, including staff wellbeing and workload.
Leaders have strengthened induction, training and development, and introduced systems to
monitor the impact of new knowledge on children's outcomes. However, systems to identify
and meet all staff's individual development needs are not yet fully embedded. Leaders do
not consistently review staff strengths and areas for development. As a result, not all staff
are fully equipped to plan effectively for children's learning, particularly those who are
disadvantaged, known (or previously known) to children's social care, or who face additional
barriers.
All staff have received supervision from the leadership and management team, and room
meetings take place to develop action plans to improve practice. This includes a focus on
the outdoor learning environment, which for some children is not as considered and
engaging as the indoor environment. This is particularly the case for 2- and 3-year-old
toddlers.

Needs attention
The leadership team is reflective and committed to continuous improvement. They have
strengthened systems to ensure that records relating to complaints, staff suitability and
training are well maintained and readily available. Organisation and oversight have
improved. Building positive partnerships with parents has been a key focus of the leadership
team. Feedback from parents and staff reflects the pace and impact of improvements.
Leaders have prioritised the curriculum and teaching for children with special educational
needs and/or disabilities and for those in pre-school preparing for school. They are clear
about the next steps needed to further improve outcomes for all children.
Achievement Needs attention
Some groups of children, including those known (or previously known) to children's social
care and those facing additional barriers, do not make the progress they could. This is due
to weaknesses in curriculum planning, assessment and the teaching of some staff. For
some children, next steps are not specific or closely matched to what they already know and
can do. Other children are progressing well from their starting points. The very youngest
babies are supported to become independently mobile, taking their first steps, crawling
through tunnels and learning the words to familiar songs and rhymes.
Toddlers are learning to listen and follow simple instructions. They are beginning to manage
their own needs, such as putting on their coats and recognising when they need to use the
toilet. They enjoy riding balance bikes, demonstrating good coordination and muscle control.
They are developing the vocabulary and confidence to ask for help when they need it. Older
children are gaining a deeper understanding across all areas of learning, including
mathematics. They are adding and subtracting numbers up to 5 and matching numbers to
quantities.
Curriculum and teaching Needs attention
Leaders have begun to identify areas for improvement in the curriculum. However, this work
is recent. While actions are appropriate, they are not yet improving quality and consistency
across the setting, particularly for disadvantaged children, those known (or previously
known) to children's social care, and those facing other barriers to learning or wellbeing.
Leaders provide clear, effective support to help staff adapt and implement the curriculum so
it is inclusive for children with special educational needs and/or disabilities. They are also
developing staff knowledge to better assess communication and language for children who
speak English as an additional language.
Typically, staff use interactions with children to help them develop their communication and
language, including through stories and rhyme time. However, inconsistency in staff's
understanding of child development impacts how appropriate these interactions are for the
ages of children. For example, those working with older babies and toddlers sing complex
rhymes and read lengthy stories that are difficult for young children to follow and remain
engaged with for long periods of time.

Although staff regularly observe and assess children's progress, this is not always
comprehensive and fails to identify next steps for children's learning. This includes the
progress check for children between the ages of 2 and 3. As such, staff and those
supporting children within the setting are not provided with guidance on how to plan for their
continued progress. Children enjoy their time at the setting, however not all staff plan
purposeful experiences to continually support them to develop skills and knowledge over
time.
Compulsory Childcare Register requirements
This setting has 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
Weaknesses in curriculum planning, staff knowledge of child development and the quality of
some teaching limit the progress of some groups, including disadvantaged children and
those known to children's social care. Observations and assessments are not always
detailed enough to identify precise next steps, and some activities are not well matched to
children's developmental levels. Overall, children enjoy their time at the setting, but
improvements in curriculum and teaching are needed to ensure that all children achieve as
well as they could.
Children experience a warm and welcoming environment where they feel included, valued
and well cared for. Staff form positive relationships with children and respond thoughtfully to
their needs, helping them feel safe and confident. Children settle quickly into routines
because staff know them well and offer reassurance when needed. The youngest babies

benefit from nurturing care, with staff using everyday routines such as feeding, nappy
changing and rest times to strengthen attachments.
Children behave well and get along with one another. Staff help them understand their
feelings, manage their behaviour and develop friendships. Children show increasing
independence, move confidently around the setting and understand what is expected of
them. They enjoy choosing activities, and staff take account of their interests, adapting
resources so children remain engaged and feel successful in their play.
Staff support children with special educational needs and/or disabilities effectively and put
plans in place when children require additional help. Some children receive one-to-one
support to develop communication, learn to share and manage transitions. Staff also work
with external professionals when needed, ensuring that children's individual needs are
understood.
Children make progress from their starting points, and many are developing important skills.
Babies are becoming mobile and beginning to use early language. Toddlers follow
instructions, ride balance bikes with coordination and start to manage their personal needs.
Older children extend their understanding of early mathematics, matching quantities and
working with numbers to 5.
The setting works closely with families to promote regular attendance and punctuality. Staff
remain alert to any signs that may indicate families would benefit from additional support.
Next steps
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
ensure that the curriculum planned is ambitious for all
children
24/04/2026
ensure that assessments, including the progress check
for 2- to 3-year-olds, are completed regularly and used
by staff to inform planning
24/04/2026
target staff training and development more precisely to
improve the quality of teaching across the nursery and
ensure that all staff effectively deliver the curriculum
intended
24/04/2026

Inspector:
Leanne Merritt
About this setting
Unique reference number (URN): 2713882
Address:
3 Simplemarsh Road
Addlestone
KT15 1QH
Type: Childcare on non-domestic premises
Registration date: 23/11/2022
Registered person: Busy Bees Nurseries Limited
Register(s): EYR, CCR
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.
About this inspection
The inspector spoke with leaders, staff, parents and children during the inspection.
We carried out this inspection as a result of a risk assessment, following information we
received about the provider. The provider will be able to give parents further information
about this.
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.

This data is from 4 March 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
113
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