Busy Bees at Bagshot

Busy Bees at Bagshot
Unique reference number (URN): 2831045
Address: 2 High Street, Bagshot, GU19 5AE
Type: Childcare on non-domestic premises
Registered with Ofsted: 20/02/2025
Registers: EYR
Registered person: Busy Bees Nurseries Limited
Inspection report: 14 April 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 have positive attitudes to their learning and readily involve staff in their play. They
talk with staff about their experiences outside the setting, including their likes and dislikes in
food. They are extremely confident and demonstrate well-developed social skills. For
instance, babies happily play alongside their peers and smile at each other as they make
eye contact. Older children eagerly introduce their friends to adults and are keen to show
what they are doing.
Children demonstrate increasing independence. Younger children are encouraged to use
their spoons and drink from open cups at mealtimes, while older children happily serve their
friends' plates and count the carrots they choose to eat at snack time. All children, including
those who are disadvantaged and those with special educational needs and/or disabilities,
make positive progress from their individual starting points. They are well prepared for the
next stage in their learning, including starting school.
Behaviour, attitudes and establishing routines Expected standard
Overall, staff have high expectations for children's behaviour. They act as positive role
models and build respectful relationships with the children. As a result, children are
confident and sociable. They happily invite others to join their play, such as when pouring
water into the pretend 'dinosaur land'. However, inconsistencies in how some staff support
children to understand the behaviour expectations mean that, at times, some children do not
have consistently positive attitudes towards learning.
Staff build positive relationships with families and children, and there is an inclusive,
respectful culture throughout the nursery where all children are valued as individuals.
Leaders support parents to understand the importance of regular attendance. Staff help
children to manage their feelings and emotions, particularly those with special educational
needs and/or disabilities. For example, staff repeatedly remind older children to wait for their
turn and be patient while they wait for their snack.
Settling-in procedures for babies and children are effective and tailored to each child's
individual needs and age. For instance, newer babies are offered regular one-to-one time
with their key person, and they seek them out for comfort when needed. Older children
confidently ask familiar adults for help and enjoy sharing their ideas with them in
conversation. Staff are nurturing and help all children to develop secure, positive attitudes
towards play and learning.
Children's welfare and wellbeing Expected standard
Leaders and staff create secure, trusting and responsive relationships with all children. Key
persons have particularly close bonds with children, especially babies. They are caring and
form close attachments, helping new children to feel safe in their care. Generally, staff know
children's next steps well and support these through everyday interactions. For example,

staff hold babies' hands and help them to walk, praising their efforts and building resilience.
However, at times, staff do not always recognise when younger children become unsettled
during daily routines, such as group times. They do not respond quickly enough to children's
individual needs during these key moments. This does not consistently support children's
wellbeing effectively.
Children are supported to recognise and manage their emotions. Children with special
educational needs and/or disabilities and those known to social care and/or who face other
barriers to their learning receive the emotional support they need that enables them to
thrive. For example, staff recognise when children need time to calm and offer a quiet space
and their favourite story. This helps children to manage their emotions.
Leaders promote children's health effectively. Staff are positive role models and encourage
healthy practices, such as talking with children at mealtimes about how carrots are a healthy
choice. Children enjoy nutritious meals and snacks and learn about oral hygiene through
planned activities.
Curriculum and teaching Expected standard
Leaders have established a curriculum that is based on detailed information they gather
when children start. Staff make effective use of assessment to meet children's needs,
including those with special educational needs and/or disabilities and those who are
disadvantaged. Leaders continue to support staff to develop the knowledge and
understanding needed to promote children's learning and development overall. However,
some staff do not always take children's ages and stages of development into account when
planning or delivering activities. They do not consistently adapt their teaching in the
moment, which results in some children becoming less engaged. As a result, the curriculum
is not yet sequenced well enough to build children's knowledge and skills progressively from
what they already know and can do.
Staff in the baby room are well trained in early communication skills, safe sleeping, feeding
and weaning, providing a secure foundation for future learning. Staff are knowledgeable and
confident in building children's vocabulary and understanding of the world. For example,
older children show delight as they observe flowers and excitedly point out the petals. Staff
provide a language-rich environment that supports children to become confident
communicators.
Children's mathematical skills are systematically developed. For example, staff place objects
inside items and repeat language such as 'in' and 'under' for babies. Older children enjoy
talking about the shapes they see within art and confidently paint their own circles and count
to 11. Staff teach children to have a love of books from an early age. Babies enjoy sharing
stories and babbling words such as 'lion' as they share picture books, while older children
delight as they choose their own story, becoming engrossed in the pages and muttering to
themselves about the story. They are building early literacy skills well.
Inclusion Expected standard
Leaders have secure procedures in place for identifying and supporting children with special
educational needs and/or disabilities, as well as those who face other barriers to learning or

those known to children's social care. They implement individual support packages,
including targets set by external agencies, and monitor these closely to evaluate their
impact. For example, staff use visual aids to help children understand what is happening
now and what will happen next in the routine. This supports children to stay calm and
regulate their emotions.
Additional funding, such as the early years pupil premium, is used wisely to support the
children it is allocated to. For example, leaders have recently enhanced their outdoor
provision to support children to learn how to take appropriate risks and make safe choices in
play. This helps to ensure that all children make progress from their individual starting
points.
Leaders are proactive and attend regular training to maintain their knowledge and
understanding of how to support children who may face barriers to learning. They work in
partnership with other professionals, including local authority inclusion staff and speech and
language therapists, to ensure that targets for children's learning are appropriately
challenging, realistic and achievable. Leaders continue to coach and mentor staff to follow
individualised plans so that children achieve the best possible outcomes. Parents value
staff's knowledge and understanding and feel reassured by the support their children
receive. They warmly appreciate the progress their children make.
Leadership and governance Expected standard
Leaders understand the setting's context, strengths and areas for development. They take
timely action when improvements are needed. Leaders meet regularly and communicate
effectively to reflect on practice and outcomes for children. This clear communication
enables them to focus on improving key areas, such as building consistency in teaching and
learning.
Leaders take account of staff's wellbeing and ensure that they feel valued and supported in
their roles. They offer constructive feedback during observations of staff practice and
interactions with children. For example, they carry out regular observations and plan training
to address any areas for development, such as recent training focused on understanding
children's development. This helps to improve the quality of teaching over time.
Leaders and staff work in partnership with parents to secure the best education and care for
children. They share information with parents, professionals and other agencies about
children's needs and progress. Leaders and staff support parents to extend their child's
learning at home. For example, they share information with parents, including the latest
guidance on keeping children safe when sleeping. Parents appreciate the way staff share
information about what children have already achieved and what they need to learn next.
They report that they feel valued as partners in their child's learning journey.

What it's like to be a child at this setting
Children thrive in this welcoming and nurturing setting, where they feel safe, valued and
eager to learn. Staff welcome them with warm smiles and cuddles, helping them separate
confidently from their parents and quickly enjoy their chosen activities. Leaders promote
attendance by working closely with families, emphasising the importance of regular
participation and following up promptly on absences.
Staff recognise children's varied starting points, including those with special educational
needs and/or disabilities. Together, staff and leaders create a stimulating and dynamic
environment. Children enjoy a wide range of inspiring activities, such as sharing stories with
puppets for babies, building obstacle courses in the garden for toddlers and discussing
famous artists and their work with older children. These experiences support children to
learn new concepts effectively through play.
Children benefit from a curriculum that places a strong emphasis on communication and
language. Staff support this through back-and-forth interactions, encouraging babies to
babble, toddlers to repeat single words such as 'more' and older children to talk about their
ideas, for example how they will pour water down funnels and how it moves 'fast'. Leaders
further promote communication and language development at home by offering tools such
as lending libraries and 'books of the week' to encourage shared learning with families.
Children show high levels of enjoyment in their learning. Babies laugh and smile as they
climb and clamber over the soft-play equipment. Toddlers work together in imaginative play,
feeding their 'family'. Older children persevere as they balance on ladders and explore the
outdoor environment, developing resilience and physical confidence. They use tools safely,
share ideas and cooperate well with their friends. Children are socially confident and
communicate effectively.
Next steps
Leaders should support staff to embed a sequenced curriculum and strengthen teaching
practice so that interactions are of consistently high quality and fully promote opportunities
for learning.
Leaders should ensure that staff consistently support children's behaviour to help them to
understand behaviour expectations.
Leaders should help staff to support children consistently well during routines and key
times of the day to further enhance children's wellbeing.

Inspector:
Mandy Cooper
About this setting
Unique reference number (URN): 2831045
Address:
2 High Street
Bagshot
GU19 5AE
Type: Childcare on non-domestic premises
Registration date: 20/02/2025
Registered person: Busy Bees Nurseries Limited
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 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 14 April 2026
Children numbers
About this inspection
The inspector spoke with leaders, practitioners, the special educational needs coordinator
and parents 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.

Age range of children at the time of inspection
0 to 4
Total number of places
94
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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