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Busy Bees (Marshalswick)

Ofsted: Needs attention·Baptist Free Church, 4 Sherwood Avenue, ST. ALBANS, AL4 9QL · Hertfordshire
Number of places
65 places
Age range
2–4 yrs
Last inspected
Nov 2025
Local authority
Hertfordshire

About this day nursery

Busy Bees (Marshalswick) Ltd is a childcare on non-domestic premises setting in St. Albans, Hertfordshire, established in 2006. Catering to children aged 2 to 4 years, the nursery currently has a capacity for 65 children.

While the latest Ofsted inspection on 13 November 2025 rated the nursery as "Requires Improvement," the setting has consistently met safeguarding standards. Parents can be assured that leaders and staff are committed to children's safety and well-being, fostering an open culture where safeguarding concerns are actively identified and managed.

Children at Busy Bees benefit from positive relationships with staff and are encouraged to develop independence, preparing them for their eventual move to school. The nursery provides daily access to a garden area, allowing children to engage in physical activity and enjoy the fresh air.

While children with special educational needs and/or disabilities are well-supported with tailored teaching and adaptations, the report highlights the need for improved support for children who speak English as an additional language to ensure all children make the best possible progress in their learning and development.

Our ethos

Busy Bees Marshalswick tailors its curriculum to the EYFS framework, focusing on individual interests and abilities through creative and engaging activities. The nursery aims to provide a stimulating learning environment and prepare children for school.

What it's like

Children who speak English as an additional language (EAL) do not receive consistent support to assess and plan for their learning, leading to them not making the same progress as their peers. While children enjoy making choices, afternoon sessions are less structured, and staff are not always focused on purposeful play, which particularly impacts children with EAL. Children with special educational needs and/or disabilities, however, are well supported by trained staff and demonstrate a feeling of belonging and familiarity with routines.

Safeguarding metChildren behave wellKindness and sharingSEND well-supportedDaily outdoor access

Pricing & funding

Pricing on request

This nursery doesn't publish its fees online. Contact them directly for an up-to-date price list and availability.

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Key facts

Session types

Core session: 9.15 am – 12.15 pm, Early club: 8.30 am – 9.15 pm, Afternoon session: 12.15 pm – 3pm (incl. Lunch club), Lunch club only: 12.15 pm – 1 pm

Opening hours

Monday – Friday, 8.30 am – 3.00 pm

Age range

2 to 5 years

Established

2006

Ofsted Inspection — new report card

Needs attention

Last inspected Nov 2025

Headline: Needs attention

Grade summary

Exceptional
—
Strong standard
—
Expected standard
Needs attention
Urgent improvement
—

Each dot represents one of the six inspection categories. Headline is the average of the six grades, rounded up.

Category grades

AchievementNeeds attention
Behaviour, attitudes and establishing routinesExpected standard
Children's welfare and wellbeingExpected standard
Curriculum and teachingNeeds attention
InclusionNeeds attention
Leadership and governanceNeeds attention
Age range
2 to 4
Registers
Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register
Ofsted Inspection

Ofsted rating for Busy Bees (Marshalswick)

Last inspected 13 November 2025

Safeguarding effective

Actions the provider must take

  • Improve professional development opportunities to ensure staff are able to support children who speak English as an additional language to make the best possible progress in their learning and development. (Completion Date: 18/01/2026)
  • Ensure that all children have equal access to high-quality teaching to fully support their learning and development. (Completion Date: 18/01/2026)
  • Improve oversight of the setting's curriculum to ensure all children develop skills and knowledge for the next steps in their learning. (Completion Date: 18/01/2026)

What it's like to attend

Children who speak English as an additional language (EAL) do not receive consistent support to assess and plan for their learning, leading to them not making the same progress as their peers. While children enjoy making choices, afternoon sessions are less structured, and staff are not always focused on purposeful play, which particularly impacts children with EAL. Children with special educational needs and/or disabilities, however, are well supported by trained staff and demonstrate a feeling of belonging and familiarity with routines.

Inspector highlights

  • Children behave well and are kind to each other, understanding the importance of sharing.
  • Staff are knowledgeable about the children and share information to ensure consistency in care.
  • Children have daily access to the garden area for exercise and fresh air.
  • Staff tailor their teaching and make adaptations to help children with special educational needs and/or disabilities to join in.
  • Leaders promote partnership working with parents and other professionals to provide consistency for children with SEND.

Areas to develop

  • 1Children who speak English as an additional language (EAL) do not make the progress they are capable of due to a lack of focused support for communication and language development.
  • 2Leaders have not supported staff to make adaptations to the curriculum to meet the needs of all children, particularly those with EAL.
  • 3Staff do not review and assess how children with EAL are accessing the curriculum or consider how to adapt their teaching.
  • 4Leaders do not have consistent oversight of the impact of the curriculum for all children.
  • 5Barriers to learning for children who speak English as an additional language (EAL) are not consistently reduced.
  • 6Leaders have not ensured staff understand how to support children with EAL.
  • 7Leaders have not accurately reflected on the quality of the provision and made necessary changes to the curriculum.
  • 8Afternoon sessions are less structured and staff are not always focused on purposeful play, impacting children with EAL.
Inspection #10127393 · Source: OfstedView full Ofsted report

Inclusion & environment

How they support every child

SEND provision

Children who have special educational needs and/or disabilities benefit from the addition of soft play equipment that enhances their well-being. Staff tailor their teaching and make adaptations to help children with special educational needs and/or disabilities to join in, making accurate assessments of their progress that inform planning for their next steps. Leaders work well with families of children with special educational needs and/or disabilities (SEND) to identify gaps in children's learning and development, and staff confidently plan and monitor interventions.

Outdoor space

Children have daily access to the garden area for exercise and fresh air. Older children talk of waiting five minutes for their go on a bike in the garden. Children make expected progress in their physical development, gaining increasing control as they run, jump and balance on low-level equipment, and they have regular opportunities to practise balancing on stepping stones and climbing equipment.

EAL / language support

Children who speak English as an additional language (EAL) do not receive consistent support to assess and plan for their learning, leading to them not making the same progress as their peers. While children enjoy making choices, afternoon sessions are less structured, and staff are not always focused on purposeful play, which particularly impacts children with EAL.

Inspection history

Date: July 2010

The most recent inspection point has been hidden because the parsed entry didn't match the headline Ofsted rating (Requires improvement). We're re-checking it against the original report.

  • February 2020Outstanding
  • July 2015Outstanding
  • July 2010Outstanding

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