Busy Bees Nursery in Huntingdon has been praised by Ofsted

Busy Bees Day Nursery received a 'strong standard' rating across all areas under Ofsted’s new early years framework.

Children, including those facing barriers to learning, are said to make "considerable progress" from their starting points.

The Ofsted report highlights the “warm, welcoming and highly inclusive environment” at the Kingfisher Way setting, noting that children leave as "highly confident, articulate and resilient learners."

The report states: "Babies are carefully supported to develop climbing and stepping skills in preparation for using stairs, while older children build a breadth of knowledge and skills as they move through the nursery.

"Regular stories and singing, alongside rich play opportunities indoors and outdoors, help children develop strong language."

Inspectors describe children’s eagerness for activities, laughter as they chase bubbles, and imaginative storytelling in the garden.

The report adds: "Across the setting, children gain the confidence to express their wants, needs and ideas."

"Relationships between staff and children are exceptionally warm and nurturing, supported by a 'highly effective' key-person system that helps children feel safe, secure and ready to explore."

Staff are commended for listening attentively, responding with genuine care, and using stories and discussions to help children understand their emotions, building resilience and independence.

Children spend a substantial part of their day outdoors developing physical skills such as climbing, running and balancing.

Routines for sleep and mealtimes are managed calmly and in line with each child’s individual needs.

Good hygiene and self-care are promoted throughout the nursery, with older children using the toilet independently, washing their hands, and learning to manage everyday risks.

The report describes the nursery’s Bee Curious curriculum as "inclusive and well sequenced," preparing children "very well" for starting school.

Teaching is described as "highly effective" across all rooms, with staff making every interaction meaningful—from explaining rain clouds to incorporating counting and mathematical language into play.

A strong focus on communication and language threads through the curriculum, with staff encouraging children to listen, follow instructions and join in with stories.

Children with special educational needs and disabilities are quickly identified and supported with tailored targets and input from other professionals as required.

Staff regularly review strategies and adapt the nursery environment, using techniques such as counting and breathing exercises to help children manage emotions.

Additional funding is used to provide resources such as story bags to boost communication skills.

The centre is led by Ash Fitzgerald, who said: “We are absolutely thrilled to have achieved Strong Standard in all areas.

"This milestone is a true testament to the dedication and passion of our long-serving team who truly understand the needs of the children in our care.

"Our success is built on the continued support and trust of our families. Every day, we are committed to creating a high-quality environment where children can grow in confidence and feel valued.”

Ash added that staff are committed to providing a high-quality environment where children "grow in confidence and feel valued."

Parents speak "extremely positively" about the setting, frequently praising staff and leaders and welcoming opportunities to get involved through stay-and-play sessions and borrowing books.

One parent described the team as "kind, patient and incredibly supportive."

Ofsted notes that nursery leaders have a strong understanding of families in their community and place a high priority on staff wellbeing.

Staff reported feeling "extremely well supported" and committed to continually improving outcomes for children.

Nursery leaders are now encouraged by Ofsted to sustain their work and maintain a focus on making a "transformational impact" for disadvantaged children, those with special educational needs or disabilities, those known to social care, and others facing barriers to learning or wellbeing.