Busy Bee Pre School

Play, independence and a close connection with families give Busy Bee Pre School its character. Based at The Beehive in the grounds of Honiton Primary School, this charity-run setting welcomes children aged two to four and has 30 places in total. Its day makes room for children's choices, from the activities they pursue to helping themselves at snack time.

At its 21 January 2025 inspection, Ofsted rated the provision Good and judged safeguarding effective. Two teaching priorities temper that positive judgement: giving older children harder problems to work through and responding more consistently to younger, quieter children's attempts to communicate. These are useful points for families to explore, rather than details to lose beneath the grade.

Morning, afternoon and full-day bookings are offered, with funding usable across both sessions of a full day.

Learning and Activities

EYFS provides the framework for learning and care: children develop language, creativity and social understanding through play. Here, activities are planned weekly around children's interests, while the daily sequence can change with their choices or the weather. A snowfall, for example, can become a reason to take learning outdoors. The timetable serves the experience.

A short gathering starts the morning with a sound of the week, counting and colour activities, alongside discussion of the calendar and celebrations. Children then choose their play. Painting, construction and pretend play sit alongside water activities, singing and stories, giving children different ways to explore an idea.

In January 2025, drawing and early writing happened across the setting, while older children practised letters from their names. Counting and shape activities were also part of the day, although some confident children needed more demanding questions and more chances to solve practical difficulties themselves. For a child already comfortable with these early skills, the next step in learning matters as much as access to the activity.

Outdoor and Community Life

The outdoor area is used in the morning and again during afternoon play, with longer periods outside in summer. Indoor areas of learning continue outdoors, so outside time is part of the educational day rather than simply a break from it.

In January 2025, children practised climbing and learnt about safer behaviour, including the effects of pushing others. Their experiences also included cultural celebrations and visits to a local church. A book corner gave children somewhere to share books with friends, and books could be borrowed for reading at home. These details connect physical activity, community experience and family reading.

Relationships and Communication

The key-person relationship is part of the setting's approach to care, with staff recognising that this may be a child's first close relationship beyond the family. At the January 2025 inspection, Ofsted found that staff's knowledge of individual children helped them settle, while assessment identified children needing extra help and supported their progress.

In January 2025, families received updates and could take part in stay-and-play sessions. Children also had a say in everyday care: staff sought their agreement before toileting or changing, and children made choices about snacks and outdoor play. For parents, these observations offer concrete examples of how adults listened to children during ordinary routines.

Inclusion and Wellbeing

A SENCO coordinates support for children with special educational needs. The graduated approach uses assessment, planning, action and review, with parents involved throughout decisions about their child's support. External agencies can contribute, and referral arrangements include further assessment where appropriate. This gives families a process to follow as needs become clearer.

Behaviour support starts with a calm adult response, recognition of children's feelings and help to resolve the difficulty. Where concerns recur, the key person and SENCO work with parents on support. The ABC method records what happened before a behaviour, the behaviour itself and what followed, helping staff identify possible triggers before choosing an intervention.

Pathway to Change Programme training equips staff to offer guidance to families experiencing difficulties who do not need formal agency involvement. Designated safeguarding roles and checks before new adults work with children are also part of the arrangements. These are practical mechanisms, separate from the dated safeguarding judgement.

Sessions and Attendance

Morning sessions run from 9am to noon; afternoon sessions run from noon to 3pm. Full-day bookings are offered too, although their clock-time entry needs resolving before a booking is agreed. The opening window is 9am to 3pm, Monday to Friday. In January 2025, the setting operated during term time only.

Attendance patterns can be adapted to individual families where this preserves continuity for the children. The waiting list is ordered by birth, with additional considerations including entitlement eligibility, time waiting, proximity, siblings and the setting's ability to meet a child's needs. This is an allocation policy rather than an indication of places currently free.

The address is The Beehive, Honiton Primary School, Clapper Lane, Honiton, EX14 1QF. Enquiries can be made through the contact form, by telephone on 01404 46400 or by email to busybeehoniton@outlook.com. Being based on the school grounds does not guarantee a Reception place; families still use the local authority admissions process.

Funding and Paid Extras

Funded childcare is accepted, including two-year-old funding described as 15 or 30 hours depending on family circumstances, and 15 hours from the term after a child's third birthday, with 30 hours subject to eligibility. Funding can cover morning and afternoon sessions, including both parts of a full-day booking; privately paid sessions are also offered.

Booked sessions remain payable when a child is absent, except for hospital admission. Invoices are issued each half term and are due by its end. Current prices come in the nursery's written quotation.

Parents provide a packed lunch for children staying over lunchtime, and only cold lunches can be stored on site. Snacks include fruit and cracker bread, with children pouring their drinks and sometimes eating something they helped cook; individual dietary needs are considered during cooking.

• Full-day timing. The full-day entry gives noon to 3pm, matching the afternoon session, while the daily routine starts at 9am and includes children staying for lunch. Resolve the full-day start time before agreeing attendance.
• The next learning step. January 2025 priorities concerned challenge for older children and communication opportunities for younger, quieter children. On a visit, ask how staff now extend confident learners and respond to children who communicate less readily.
• Lunch and dietary needs. Lunch comes from home and storage is restricted to cold food. Discuss your child's dietary requirements and current snack arrangements before joining.

Busy Bee suits families seeking morning sessions, afternoon attendance or a full-day booking built around play and growing independence. Weekly planning follows children's interests, while the snack routine and parent involvement give that approach practical substance.

The Good judgement provides a clear inspection position, with specific teaching improvements to pursue. For families weighing this setting, the strongest decision points are how those improvements translate into their child's day, whether the session arrangement fits, and the separate Reception application required despite the school-site address.