Bright Horizons Fulbourn Day Nursery & Preschool

Kidsunlimited Nursery - Fulbourn Capital Park, Fulbourn, Cambridge, CB21 5XG

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Inspection date

Previous inspection date 17 February 2015 29 August 2014

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This inspection: Good 2

Previous inspection: Inadequate 4 How well the early years provision meets the needs of the range of children who attend Good 2

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This inspection: Good 2

The contribution of the early years provision to the well-being of children Good 2

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This inspection: Good 2

The effectiveness of the leadership and management of the early years provision Good 2

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This inspection: Good 2

The setting meets legal requirements for early years settings

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This provision is good

 Children make good progress, because staff have a good knowledge of how they learn. They use their detailed observations and precise assessments of children's achievements to plan stimulating learning experiences. Consequently, children develop positive attitudes to learning and acquire the skills necessary for the next stages in their learning.  The manager has high expectations of all staff. She monitors their practice through regular supervisions and encourages them to attend a wide range of training courses to enhance the quality of their teaching. As a result of recent training, children benefit from even more purposeful interactions from staff to enhance their learning.  The manager implements robust systems to safeguard children through stringent vetting and recruitment procedures of staff. The ongoing suitability of staff is regularly checked. This results in children being protected from potential harm.

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This provision is good

 Staff form warm and caring bonds with the children. They are attentive to their needs and provide them with lots of praise and reassurance. As a result, children develop a strong sense of well-being. They show high levels of self-confidence as they eagerly explore the spacious environment and rich range of high quality toys and activities.

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It is not yet outstanding because:

 Staff do not always maximise opportunities to extend pre-school children's early writing skills during activities in the local community.  Staff do not maximise the partnerships with other providers where children attend so that children's learning and development is shared with them, to further support their learning.

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What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

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What the setting needs to do to improve further

 encourage children in the pre-school room to practise their early writing skills even more, for example, by providing opportunities for them to record and make lists prior to, and during activities in the local community  strengthen the partnerships with other providers that children attend, so that information about children's next steps in learning is consistently shared directly with them to support children's continuity of learning and development.

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Inspection activities

 The inspector observed activities in all three rooms, including both outdoor play spaces and spoke to members of staff and children at appropriate times during the inspection.  The inspector joined pre-school children and staff on an outing to the local supermarket.  The inspector held a meeting with the manager, regional manager and quality improvement manager of the setting and the local authority development officer.  The inspector carried out a joint observation with the manager, and reviewed the setting's self-evaluation form.  The inspector took account of the views of parents, as recorded in their written feedback and through discussion.  The inspector looked at children's records, planning documentation, evidence of the suitability of staff working in the setting and a range of other documentation, including policies and procedures to safeguard children's welfare.

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who attend. This is good

Babies learn the pattern of conversation through turn-taking responses. This is because staff consistently respond to their babbles. Staff teach older children the meaning of new words, such as, 'astonish', and ask them questions to challenge their critical thinking. Therefore, all children, including those who speak English as an additional language, learn to be effective communicators. Children with special educational needs and/or disabilities make good progress, given their starting points. This is because staff work in close partnership with their associated professionals. Older children write their own signs and labels which are attractively displayed in their play rooms. However, staff do not always maximise opportunities for children to practise their early writing skills during outings in the community. For example, they are not encouraged to record the ingredients they require to make pancakes. Babies thoroughly enjoy using their bodies to explore their

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who attend. This is good

senses. They giggle with delight as they throw small sheets of tissue paper in the air. Older children solve problems through trial and error, as they compare the sounds of the musical shape blocks to discover which one is the loudest.

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good

Staff are extremely effective in deploying themselves throughout the session to support their individual key children. Children behave well. This is because staff are excellent role models who teach children to respect each other and their environment. All children develop good hygiene routines from an early age. This is because staff wash babies hands after changing their nappies and talk to them about the importance of this. Consistent access to the inviting outdoor areas ensure that all children develop good physical skills. Older children learn to ride bikes and climb on large apparatus. Babies crawl across purpose-built challenging surfaces to increase their control and coordination. Partnerships with parents are very effective. Staff work collaboratively with them to support children's learning and individual needs well. They particularly appreciate the regular updates and the very good arrangements to support their children to settle, as they change rooms

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provision is good

The enthusiastic manager is supported well by the leadership team. They have a secure knowledge of the legal requirements of the Early Years Foundation Stage and strive to attain high quality provision for children. As a result of effective monitoring and self- evaluation they have made significant improvements since the last inspection. A clear and exciting improvement plan supports children's achievements over time. For example, there are plans to introduce forest school sessions, in order to further embrace outdoor learning. Staff form positive working relationships with other providers that children attend. However, this partnership is not as robust as it could be. This is because information relating to children's identified next steps in learning is not consistently shared directly with the providers, to further support children's continuity of learning.

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Setting details

Unique reference number EY475707 Local authority Cambridgeshire Inspection number 991809 Type of provision Full-time provision Registration category Childcare - Non-Domestic Age range of children 0 - 17 Total number of places 108 Number of children on roll 115 Name of provider Bright Horizons Family Solutions Limited Date of previous inspection 29 August 2014 Telephone number 07734076263

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Setting details

Kidsunlimited Nursery - Fulbourn was registered in 2014 and is managed by Bright Horizons Family Solutions. The nursery employs 22 members of childcare staff. Of these, 14 hold appropriate early years qualifications at level 2 or above, including one with Early Years Professional status. The nursery opens from Monday to Friday, all year round. Sessions are from 7am until 6pm. The nursery provides funded early education for two-, three- and four-year-old children.

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Setting details

This inspection was carried out by Ofsted under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the Early Years Foundation Stage.

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Setting details

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection.

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Setting details

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Setting details

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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