Busy Bees St Matthews

Small acts of independence give Busy Bees St Matthews its clearest character: children serving their own food, putting on shoes after a nap and using steps to reach the changing mat. These were features of daily life in May 2024, giving practical substance to the nursery’s emphasis on children doing more for themselves.

At its 1 May 2024 inspection, Ofsted judged the nursery Good, found safeguarding effective and recognised effective support for children with SEND. The same assessment identified two teaching priorities: more consistent involvement in children’s play and questions that encourage fuller answers. Those qualifications matter alongside the positive judgement.

This Burntwood setting accepts children aged 1 to 60 months and has 135 places in total. Its address is St Matthews, Shaftesbury Drive, WS7 9QP. The scale is a whole-nursery measure, rather than the size of the group a child will spend the day with.

Learning and Activities

The early years foundation stage provides the framework for children’s learning, development and care: play, conversation and everyday routines are opportunities to learn. In May 2024, activities drew on children’s interests and experiences outside nursery. Staff used information from families about what children had done at home to plan opportunities to revisit new learning. That creates a useful connection between a child’s two daily worlds.

Learning also had a sequence. In May 2024, staff planned what children would learn as they moved between rooms, rather than treating each stage as a fresh start. Mathematical experiences included counting and discussing the features of shapes. The practical value is in connecting number language with things children can examine and compare.

Choice was part of the day, too. Children selected activities, and staff positioned themselves where children were playing. Adult involvement varied, however: some practitioners watched over play rather than using the moment to develop an idea or conversation. The distinction matters. Access to an activity and help to take it further are different parts of a child’s experience.

Everyday Independence

In May 2024, the changing facilities had steps that walking children could use to reach the mat. Children also practised serving food and putting their shoes on after sleeping. These are concrete opportunities to participate in personal care, rather than leaving every task to an adult.

Social routines supported participation. Children were helped to include others in their games, reminded about expectations and praised for kindness. For parents, this gives a clearer picture of the nursery day than a broad promise about preparing children for school: independence and cooperation were practised in ordinary situations.

Close relationships were an important part of care in May 2024. Staff offered comfort when children were distressed and responded to individual needs; reassurance also accompanied waking from sleep. Settling was supported through these familiar adult relationships. For a baby or toddler, the adult response to tiredness or upset is as relevant as the activity programme.

During that same period, the special educational needs coordinator developed individual support plans with practitioners, demonstrated strategies and worked with families and other professionals. This is a concrete mechanism for adapting support: a plan, shared techniques and cooperation between the adults involved in a child’s care.

Communication with families was daily in May 2024, with staff discussing how children had spent their time and helping parents continue learning at home. Information flowed in both directions, since family experiences also informed nursery activities. That relationship has a practical purpose: it lets adults connect what a child is trying, enjoying or finding difficult across home and nursery.

Sessions and Attendance

Opening hours are 7.30am to 6pm, Monday to Friday. The nursery operates throughout the year, with closures for bank holidays and Christmas. Families organising regular childcare should account for those closure periods alongside their working week.

The branch has a contact form and a central enrolments telephone route on 0330 333 8133. Its nursery telephone number is 01543 678690. These provide separate routes for an initial childcare enquiry and direct contact with the setting.

Funding

Funded childcare is offered. The branch’s enquiry options include 30 Hours working families funding, 15 Hours universal funding for children aged 3 and 4, and 15 hours for 2-year-olds receiving support. These are separate entitlement categories, with eligibility determining which applies to a family. Current prices come in the nursery’s written quotation.

• Teaching during play. The May 2024 assessment identified uneven adult involvement and questions that too often invited short answers. During a visit, look for practitioners helping children explain an idea, develop a game or pursue a question.
• The group your child joins. The nursery has 135 places overall, covering children aged 1 to 60 months. Ask about the size and daily organisation of the particular group your child would enter, especially for a baby.
• Your attendance and funding plan. The opening week runs from Monday to Friday, with bank holiday and Christmas closures. Discuss the session pattern and a written breakdown of funded hours, paid hours, food and consumables together, so the proposed arrangement fits your family’s week.

Busy Bees St Matthews merits consideration for families who value practical independence and close cooperation between home and nursery. Its May 2024 assessment gives substance to those strengths through everyday examples, while making clear that adult teaching during play needed greater consistency. The year-round opening week will also matter to parents planning regular weekday childcare. The deciding detail is how those relationships and learning opportunities work within the group their own child would join.