Kids 1st - Bowesfield

Kids 1st - Bowesfield
Unique reference number (URN): EY480706
Address: Cygnet Drive, Stockton On Tees, TS18 3DZ
Type: Childcare on non-domestic premises
Registered with Ofsted: 23/07/2014
Registers: EYR, CCR
Registered person: Busy Bees Nurseries Limited
Inspection report: 27 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.

Strong standard
Expected standard
Inclusion Strong standard
Staff support children with special educational needs and/or disabilities (SEND) extremely
well. They identify children's individual needs and barriers to learning swiftly. They make
sensitive adaptations to the curriculum and routines to support children very effectively. For
example, the organisation of rooms is very well considered to reflect children's needs.
Leaders successfully use funding to support children well and they monitor the impact on
children's learning. Recent training on communication has significantly improved children's
achievements. For example, photos and word books help children at very early stages of
spoken language to develop their vocabulary and use words to communicate.
Leaders are incredibly passionate about providing the best possible care. They are highly
qualified and share their expertise with staff through regular training. As a result, staff are
confident in identifying, assessing and supporting children with SEND or those who face
barriers to their learning. Staff work closely with families and other professionals. For
example, they work with parents to establish shared approaches towards children's
individual needs and amend support as their needs change. This includes producing
duplicate resources, such as word books, for children to use at home. Staff act on any
advice from other professionals and provide focused support to help children progress
towards their targets. Children make rapid progress as they work towards targets set by
speech and language therapists or physiotherapists, for instance.
Achievement Expected standard
Babies and children typically develop a range of skills that prepare them for the next stage in
their learning. Children are confident communicators. Toddlers join in with stories they
remember and talk about the illustrations in books. Young children demonstrate their rapidly
growing vocabulary and persevere even when things are challenging. For example, older
children enjoy developing their balancing skills as they move along an obstacle course.
They try again when they lose balance and step back on. Children with special educational
needs and/or disabilities make rapid progress from their starting points. They begin to play
alongside others and understand and use key words. Children develop their mathematical
skills. Younger children demonstrate counting with numbers in order, while older children
count objects accurately and use positional language in their play.
Behaviour, attitudes and establishing routines Expected standard
Staff have clear behavioural expectations which they share with children appropriately. For
example, as toddlers attempt to climb where they should not, staff lift them down, saying,
'feet on the floor'. These expectations are adapted to support children's age and stage of
development. Staff talk to older children about the consequences of their actions, while staff

working with babies simply remind them of their expectations. Staff have clear routines in
place as children transition from one activity to another. Children understand the
expectations at these times. For example, older children wash their hands and line up, ready
to move into the dining room, calmly and quietly.
At times, children disengage when activities do not take account of their interests. For
example, they run in the garden with little focus because staff have not reflected their
interests in the outdoor learning spaces. Children benefit from typically supportive
relationships with staff. Staff are positive role models for children. They teach children to be
kind and to help their friends. They talk to children about conflicts and frustrations as they
occur. Children respond quickly to help their friends who have fallen, to get up. Leaders
encourage regular attendance and work with parents and carers to ensure children attend
well and benefit from the curriculum and experiences.
Children's welfare and wellbeing Expected standard
Staff have a clear understanding of children's care needs and work with parents and carers
to understand these. They alter routines, such as mealtimes, and make adaptations to
menus and preparation of food to suit children's individual needs. Leaders ensure children
are safe at all times. They ensure they have sufficient staff to provide additional support for
children who need it, particularly those with special educational needs and/or disabilities.
Staff help children to manage their emotions. They talk to younger children about the
feelings they experience. Staff teach children how they can keep themselves safe. For
example, children hold the skirts of their dressing-up costumes so that they do not trip while
they walk. Staff help children to understand how they can keep themselves healthy. From a
young age, children wash their hands independently and make healthy choices about the
food they eat. Children understand that some of their friends cannot eat the same food as
them. Children develop increasing control over their bodies. Babies develop core strength
as they pull themselves up, while older children navigate obstacles with balance and control.
Children typically form secure relationships with staff. Babies generally benefit from warm
and nurturing bonds. However, the importance of the key-person role in helping children to
develop these secure and settled relationships is not fully embedded. For example, when
some children first start nursery or feel unsure, their key person is not always available to
support them.
Curriculum and teaching Expected standard
The curriculum for all children is carefully sequenced, and staff consider the skills they want
children to learn over time. For example, at mealtimes, toddlers progress from using a
spoon to using a fork, while older children learn to use a knife and fork to cut their food.
Leaders monitor the effectiveness of the curriculum and place appropriate emphasis on
children's personal development. Children typically leave their parents and carers happily
and are ready to learn.
Staff have an accurate understanding of children's stage of development and adapt the
curriculum to support children with special educational needs and/or disabilities, well. For
instance, staff focus on key words and signs to help children develop their language skills.
Staff support all children's communication and language particularly well. There is a high

priority placed on stories and songs and from a young age children engage well in these
activities. Babies join in with the actions to well-known songs while older children are
captivated as they listen to stories.
Assessments are precise and staff know what they want children to learn next. They weave
children's individual learning goals into planned activities. For example, staff working with
babies plan a range of activities to support their physical skills, such as standing. Staff do
not always focus sufficiently on supporting children's interests. For example, some older
children lack focus in the outdoor area because the environment does support their
fascinations.
Leadership and governance Expected standard
The nursery has undergone significant change in the leadership team since the last
inspection. Leaders have a generally secure understanding of their strengths and areas for
development. For example, they are aware that they have a number of new staff, and are
currently working hard to develop skills and increase staff's understanding of their role.
Leaders support staff to progress their career further. For example, some staff progress from
apprenticeships to leadership roles within the company. However, staff have fewer
opportunities to develop their expertise of teaching and the curriculum which has an impact
on some planning and understanding of interactions and early bonds with children. Training
often centres around keeping children safe, which is reflected in the care practices that are
embedded in practice. Leaders help staff to manage their workload and give them time
during the working day to complete tasks, planning or college work, for instance. They
support staff effectively through regular meetings and check-ins.
Leaders and staff work well with parents and carers. Staff use a range of strategies to
communicate. These include face-to-face communication as well as electronic applications.
These strategies help parents to understand where their children are in their learning and
how they can help them further. Staff work hard to get children and families the help and
support they need. Particularly those who face barriers to their learning.
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
Children thrive in this caring nursery. Staff greet children with enthusiasm when they arrive
and find out about their experiences at home. They plan adjustments to routines based on
this information, for example, around sleep or mealtimes. Children generally develop their
relationships with staff and peers. They look forward to attending, greet staff with
enthusiasm and typically enter with confidence and enthusiasm. For example, younger
children quickly engage with painting activities, while older children choose what they want
to dress up as. They run up and greet their friends and immediately choose activities to play
with together.
Children enjoy their learning and develop a range of skills to support them in the next stage
of their learning. Leaders and staff typically plan opportunities for children to practise and
recall previously acquired skills. This helps children to consolidate previous learning. For
example, younger children count with numbers in order, while older children count objects
accurately. Children join in with a range of stories and songs which they share confidently
with their parents and carers. All children, including those special educational needs and/or
disabilities (SEND), make steady progress from their starting points. Children communicate
well and talk to staff and visitors confidently. Staff make very effective adaptations for
children with SEND. For instance, they teach alternative communication strategies,
alongside developing their spoken language, to help them to express their ideas. Staff listen
to families and implement strategies that parents feel would benefit their children. This
shared approach helps to ensure children make significant progress.
Staff place high priority on developing children's independence skills as they progress
through the nursery. This is evident as young children pour their own drinks. Older children
develop skills such as serving their own food and clearing away their plates. Children learn
to use knives and forks safely to cut up their food.
Next steps
Leaders should strengthen key-person arrangements, ensuring that staff fully understand
the importance of developing secure and reliable relationships with children to support
their emotional wellbeing more effectively and consistently.
Leaders should support staff to take greater account of children's interests when planning
for their learning to help them to engage more effectively and consistently, particularly for
pre-school children learning in the outdoor environment.

Inspectors:
Elizabeth Fish
Clare Wilkins
About this setting
Unique reference number (URN): EY480706
Address:
Cygnet Drive
Stockton On Tees
TS18 3DZ
Type: Childcare on non-domestic premises
Registration date: 23/07/2014
Registered person: Busy Bees Nurseries Limited
Register(s): EYR, CCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority: Stockton-on-Tees
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
Leaders should enhance staffs professional development to develop their expertise and
raise the quality of teaching and learning to even higher standards.
About this inspection
The inspectors spoke with leaders, staff, children, parents and carers 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.

This data is from 27 March 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
108
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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