Busy Bees At East Grinstead

Busy Bees At East Grinstead
Unique reference number (URN): 2570347
Address: 72-74 Moat Road, East Grinstead, RH19 3LH
Type: Childcare on non-domestic premises
Registered with Ofsted: 11/12/2019
Registers: EYR, CCR
Registered person: Busy Bees Nurseries Limited
Inspection report: 18 May 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
Children make secure progress in their development across all areas of learning. This
ensures that they are very well prepared for the next stage of their learning, including their
move to school. For instance, children enjoy voting for which song they would like to sing
next. They actively join in with the chosen song, showing their emotional resilience when
their song is not chosen.
All children, including those who face barriers to learning, successfully build on their
communication and language skills. For example, younger children learn to point to wall
posters to indicate that they want a drink. Children with speech delays receive support to
extend their vocabulary so that they can communicate their wants and needs to others
effectively.
Children benefit from staff's skilful ability to make adaptations that precisely meets their
individual needs. For instance, staff provide steps so that children can independently wash
their own hands at appropriate times. This ensures that children feel valued and included
during their time at nursery.
Behaviour, attitudes and establishing routines Strong standard
Leaders and staff skilfully create a calm learning environment that stimulates children's
fascination and interests. This lends to children's consistently positive attitude to learning
throughout the nursery. For example, children explore their surroundings. They join in with
either group activities or selecting toys to play with from the variety of choices available to
them. Staff further build on children's engagement by inviting them to join group activities.
Alternatively, they move themselves to support children with their chosen activities. This
supports children to build on their concentration skills.
Leaders and staff have high expectations for children's behaviour. Children show increasing
levels of respect towards their peers. For example, they ask their friends if they can have a
turn playing at the sand tray. Staff recognise these moments and praise children for their
positive behaviour. Leaders and staff also ensure that they organise children's experiences
so that they have a secure understanding of what is expected of them. This includes firmly
embedding children's daily routines. Children consistently show positive behaviour as they
move between these familiar routines. For instance, they know to wait for their name to be
called before they go to wash their hands. Children understand to begin eating their meals
after they have finished singing their mealtime song.
Curriculum and teaching Strong standard
Leaders have high expectations for children's progress. They have a secure overview of the
nursery. This enables them to ensure that the delivery of the curriculum is high quality and
impactful for all children. Leaders and staff consistently reflect on the impact of the
curriculum on children's learning. They make relevant adaptations to ensure that it continues

Expected standard
to extend children's learning. For example, staff offer children additional resources during
group activities. This enables children to build on their their concentration skills and continue
to benefit from the intended learning.
Leaders and staff consistently consider ways to support children's progress. They carefully
plan for their learning so that it is well sequenced and firmly embeds new knowledge and
skills. Leaders and staff use all opportunities to ensure that children benefit from a broad
curriculum that supports their development in all areas of learning. For instance, they use
mathematical language with younger children as they build towers with blocks. Older
children confidently name a range of numbers. With gentle encouragement from staff, they
successfully form recognisable numbers using paint.
Leaders support staff to ensure that children's daily routines are firmly embedded. For
example, staff sing the same song across the nursery before mealtimes and children
eagerly join in with the familiar words. As such, children have a firm understanding of what is
expected of them at appropriate times throughout their day at nursery.
Inclusion Strong standard
Leaders and staff have secure knowledge of the children throughout the nursery. They also
ensure that they regularly assess children's progress so that they can promptly identify and
respond to their emerging needs. Leaders and staff recognise the various factors that may
create barriers to children's learning. This enables them to anticipate what type of support
children may need to try to minimise any potential impact on their continued learning. For
example, staff gather all relevant information about children so that they can effectively
support them to quickly settle when they start or move between rooms. As such, these
children swiftly adapt and enjoy the learning opportunities available to them.
Leaders and staff have an effective awareness of the different types and levels of support
that are available. They persevere in their task of ensuring that children access all relevant
support. Staff work cohesively with parents and carers, external agencies and other settings
that children attend to achieve better outcomes for children. This has a demonstrable impact
on their progress. For example, children with delays in their communication and language
skills develop to an extent where they can successfully make their wants and needs known
to those around them.
Leaders and staff ensure that children receive any additional funding that they are entitled
to. They carefully consider ways to ensure that funding is used so that it is highly impactful
for children's development. For example, they have purchased resources to support
children's developing social skills.
Children's welfare and wellbeing Expected standard
Overall, leaders support staff effectively to understand their roles and responsibilities to
ensure that children's welfare and wellbeing needs are well met. For example, staff work

closely with parents and carers so that they can follow children's home routines. This
enables staff to meet children's individual needs. Children show that they feel safe and
secure as they confidently engage with leaders and staff. However, the organisation of
mealtimes is not as consistently effective as other aspects of the daily routines. Although
children are appropriately supervised, the movement of staff during these times does not
always support children to fully benefit from meaningful social interactions.
Leaders and staff provide children with opportunities to learn how to keep themselves
healthy and safe. This includes organising activities where children learn to take appropriate
risks. Children enjoy spending time building an assault course with wooden planks and
blocks. Staff gently encourage children to check that their construction is safe for them to
use. Children spend time testing out how secure the planks of wood are before walking on
them. Additionally, staff extend on stories that children have been learning to build on their
awareness of foods that are healthy and unhealthy for them. This supports children's
awareness of how to take care of their own bodies.
Leadership and governance Expected standard
Leaders met their legal responsibility to notify Ofsted of a breach of requirements in relation
to the supervision of children. They have since taken appropriate action to strengthen and
improve the procedures when children move around the nursery, such as going into the
garden. This includes putting up posters to remind staff to count children at different points
within the nursery. Ofsted is satisfied with the steps that leaders have taken and will not be
taking any further action.
Leaders have effective oversight of the nursery. This enables them to identify their strengths
and areas for further development. Leaders are reflective and actively respond to feedback
to help them further improve the quality of the service they provide. For example, following
the previous inspection, they have supported staff to enhance their interactions with
children. This means children consistently benefit from meaningful opportunities to develop
their language skills.
Staff report that they enjoy working at the nursery. They are supported well by leaders, who
prioritise their wellbeing and professional development. Leaders ensure that staff access
regular and relevant training, which enables them to have a secure understanding of their
roles and responsibilities. Leaders also support staff to pursue further training. For example,
some staff have undertaken sign language training, which enables them to provide children
with targeted support in their development.
Leaders have developed secure partnerships with parents and carers. They ensure that
they keep parents informed of their children's progress. Leaders and staff provide parents
with ideas for children's learning at home, to further build on children's development.
However, not all parents are aware of how to support children with their children's individual
next steps, which does not fully enable children to receive targeted support.

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
All children thrive and make secure progress in their development. They benefit from a very
calm and nurturing environment that staff adeptly create. Staff have in-depth knowledge of
each of the children in their care. This enables them to anticipate and skilfully respond to
children's needs. For example, staff work with parents and carers to ensure that they follow
children's home routines. They spend time attentively settling new children, who respond
positively to warm and caring interactions from staff. As such, children form deep bonds with
staff and their start to nursery is seamless.
Across the nursery, all children are happy and deeply engrossed in their learning. They
benefit from a diverse range of activities and experiences, which they actively seek out and
engage with. For example, younger children spend time posting picture cards into a post
box. Staff expertly support them with their chosen activity. They provide children with a
language-rich dialogue, such as naming the different fruits on the cards. They extend this by
describing them as being 'crunchy apples'. With this support from staff, children show their
increasing ability to maintain their focus for sustained periods of time. Staff also recognise
when other children indicate their interest in the activity. They sensitively consider ways to
adapt it so that they can join in. This enables children to feel valued and included.
Staff have firmly embedded the routines across the whole nursery. This actively promotes
children's sense of belonging. This includes singing the same song before each mealtime,
so that children know what is expected of them. During these times, children know to wait
until the song has finished before they can begin eating. Children enjoy joining in with the
familiar song. Staff further extend this and consider ways to encompass children's diverse

Inspector:
Hayley Kiely
About this setting
Unique reference number (URN): 2570347
Address:
72-74 Moat Road
East Grinstead
RH19 3LH
Type: Childcare on non-domestic premises
Registration date: 11/12/2019
Registered person: Busy Bees Nurseries Limited
Register(s): EYR, CCR
cultural backgrounds. For example, they give children the option to sing the song in different
languages. This supports children to learn about similarities and differences between
themselves and others.
Next steps
Leaders should strengthen communication with parents and carers so that they are fully
aware of how to support children's learning at home.
Leaders should improve the organisation of mealtimes so they run as consistently well as
other aspects of the daily routines.
About this inspection
The inspector spoke with staff, leaders, parents and carers 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.

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:30
Local authority: West Sussex
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 18 May 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
88
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