Busy Bees Pre-School

Warm relationships and uneven teaching define the picture at Busy Bees Pre-School in Hythe. It has capacity for 18 children at St. Annes Community Centre, a small setting whose educational weaknesses deserve as much attention as its friendly care.

At its September 2025 inspection, Ofsted judged it Requires improvement: teaching was insufficiently tailored to individual children, staff needed better support to extend learning, behavioural guidance was inconsistent, and children with SEND did not receive timely educational support. Children attending that visit were aged two to three; that is a dated attendance snapshot rather than an entry-age policy.

The early years foundation stage is the framework for children's learning, development and care: here, play, conversation and physical exploration provided opportunities to practise those skills. The important distinction is between providing activities and adapting them to what each child needs next.

In September 2025, bicycles and obstacles gave children opportunities to practise movement and coordination. Large construction bricks and sand-castle building brought cooperative play into the day, with adults introducing size comparisons during children's play. These were concrete opportunities to connect movement, language and early mathematical ideas.

Easter and Diwali featured in discussions about different beliefs in September 2025. Books and other resources also introduced children to lives beyond their own. Adults allowed time for children to formulate answers in conversation, giving them space to contribute their own ideas rather than simply respond to instructions.

At the September 2025 inspection, Ofsted found safeguarding effective and children's care needs met, while identifying insufficient staff training to support children with SEND awaiting external help. That distinction matters: affectionate care did not mean every child's learning needs were being addressed.

In September 2025, children sought affection from adults and included them in play. Key people worked with families on practical matters such as toilet training, and staff gathered information about sleep and difficulties at home to help children settle.

In September 2025, parents received detailed daily feedback about children's routines and progress. Snack and meal discussions included fruit and vegetables, alongside reminders to drink water; active outdoor play helped children notice how exercise affected their bodies.

The address is St. Annes Community Centre, Warrys Close, Hythe, Southampton, SO45 3QR. In September 2025, opening hours were 9.15am to 12.15pm on weekdays during term time, making the arrangement a short part of the day rather than an all-day offer.

At that time, government-funded early education was provided for children aged two to four. This funding age range is separate from the ages of children present at the visit.

• Individual learning. September 2025 identified teaching that did not consistently match children's needs. Ask how staff now plan the next steps for an individual child and receive support to put those plans into practice.
• SEND and behaviour. Timely additional support and consistent behavioural guidance were both improvement priorities in September 2025. Ask how support begins while external help is pending and how adults agree responses to behaviour.
• Morning routine. The September 2025 timetable covered weekday mornings in term time. Would that rhythm fit your family's childcare needs?

Busy Bees suits consideration by families seeking the term-time morning arrangement documented in September 2025. Its affectionate relationships, practical family support and physical play are useful strengths in that dated picture. The central decision is whether the educational weaknesses identified then have been addressed, especially for a child needing more individual support.