Busy Bees Stratford Court

A child's discovery of spiders at home became an insect investigation at Stratford Court in August 2022. That small example captures the nursery's strongest inspection-era characteristic: staff used children's interests, and information from their parents, to shape what happened next in their learning.

Busy Bees Stratford Court serves children from three months to five years at 3 Stratford Court, Shirley, Solihull, B90 4QT, with 100 places in total. Ofsted rated it Good at its 2 August 2022 inspection. The judgement provides a useful starting point, although the detail beneath it matters more than the label: close relationships, thoughtful transitions and activities connected to children's lives sat alongside improvement points about behaviour management and support for teaching.

Full-time attendance and morning or afternoon bookings give families different ways to organise care.

Learning and Activities

The early years foundation stage sets the requirements for children's learning, development and care. Here, the August 2022 examples show what that meant in practice: exploring insects, talking about emotions and moving together in group activities, rather than learning being confined to formal instruction.

In August 2022, staff gathered parents' accounts of children's interests and used them to develop activities from what children already understood. The spider example is useful because it shows the connection clearly: something noticed outside nursery became a subject to explore further with staff. Parents' contributions helped shape the learning, rather than simply filling in background information.

Movement had an imaginative element too. During that same month, children joined yoga activities using animal movements, bending down as lions and jumping as frogs. Staff drew on their knowledge of individual children to encourage participation. These examples show physical activity being made accessible through play, with familiar ideas helping children join in.

Outdoor and Community Life

In August 2022, the garden provided space for children to extend their exploration of sports associated with the commonwealth games. They played together while learning about countries and celebrations. Outdoor activity therefore connected movement with their understanding of the wider world.

Younger children were encouraged as they practised standing and taking steps during that inspection period. The account also described babies enjoying exploration and play. These are observations of different developmental stages, rather than a single activity pattern applied across the age range.

Relationships and Communication

In August 2022, key persons knew children closely, and children had formed secure connections with staff. Settling arrangements between rooms were adapted to the individual child. For families, the useful detail is that a change of room was treated as a transition needing preparation, rather than simply a move to another space.

Home learning also had practical support in August 2022. Staff explained the purpose of activities sent home and gave parents guidance on carrying them out. That gave families something concrete to use, with a connection to the learning taking place at nursery.

Preparation for school included emotional as well as practical work during that period. Children drew their future school badges and discussed their feelings about the change. Staff also passed information to receiving settings, bringing together the child's views, parents' views and their own knowledge of care needs.

Inclusion and Wellbeing

At its August 2022 inspection, Ofsted found safeguarding effective and identified good progress for children with special educational needs and/or disabilities who needed additional developmental support. In August 2022, staff also worked with families to support children learning English, using important words in their home language alongside English.

Stories and props helped children discuss emotions that month. However, the August 2022 improvement points qualify that picture: staff responses to individual behaviour needed greater consistency, and practitioners needed stronger support to develop their teaching. These are relevant questions for families interested in how staff respond when a child struggles to participate or manage frustration.

Sessions and Attendance

Opening hours are 7.30am to 6pm, Monday to Friday. The nursery operates throughout the year, closing on bank holidays. Full-time, morning and afternoon attendance patterns allow a choice between longer attendance and part-day care; the opening window should be considered separately from the booked pattern.

Getting There

The address is 3 Stratford Court, Cranmore Boulevard, Shirley, Solihull, B90 4QT. Families can contact the branch through its enquiry form or telephone 0121 726 1540; new-parent enquiries also go through the central enrolments team on 0330 333 8133.

Funding and Paid Extras

Funded childcare 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. Eligibility determines which option applies to a family. Current prices come in the nursery's written quotation.

• Behaviour and teaching consistency. The August 2022 improvement points concerned consistent responses to children's behaviour and stronger support for practitioners' teaching. During a visit, ask how these approaches now work across the team.
• Care across a broad age range. Children can attend from three months to five years. Ask to see the space your child would use and discuss how settling and a later room move would be organised for them.
• Funding and everyday costs. The nursery accepts several funded childcare entitlements. Ask for a written breakdown separating funded care, additional hours, meals and non-food consumables for your chosen attendance pattern.

Stratford Court suits families considering either full-time attendance or morning and afternoon care, with a year-round opening pattern. Its August 2022 account gives concrete reasons to value the relationship between home and nursery: children's interests shaped activities, parents received usable learning guidance, and room and school transitions received attention.

The balance lies in the same dated account. Individualised activities and close relationships were strengths, while behaviour responses and teaching support needed greater consistency. Families should weigh those specific points alongside the attendance pattern and care arrangements that fit their child.