Teddy Bear Nursery

Teddy Bear Nursery Huntingdonshire Regional College, California Road, Huntingdon, Cambridgeshire, PE29 1BL

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Inspection date

Previous inspection date 25 May 2016 8 March 2011

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This inspection: Outstanding 1

Effectiveness of the leadership and management Outstanding 1

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This inspection: Outstanding 1

Quality of teaching, learning and assessment Outstanding 1

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This inspection: Outstanding 1

Personal development, behaviour and welfare Outstanding 1

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This provision is outstanding

 Children flourish in a highly stimulating and well-resourced learning environment. Trips off site and visitors to the nursery extend the range of experiences open to children. There is a strong cycle of observation, assessment and planning that precisely supports children's next steps in their learning. Those at risk of falling behind are quickly identified.  There is an extremely strong focus on children's language development. The use of a specific language programme contributes to children's rapid progress. All staff expertly tailor their interactions with children to precisely meet their developing language needs. Small-group times are used well to enhance the learning of those at risk of falling behind.  Children's behaviour is exemplary. They are busy and active, and play extremely well with their peers. Staff support them to learn to say please and thank you, to take turns and consider the needs of others.

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This provision is outstanding

 Partnerships with parents are excellent. Staff make every possible effort to engage each family, in order to promote children's learning. Communication between home and the nursery is consistently effective and contributes significantly to children's rapid progress in their learning. These strong partnerships continue with other professionals involved in children's lives.  A highly qualified and experienced staff team has an in-depth understanding of the children and how they learn and develop. New and less experienced staff are carefully mentored to achieve the same high level of performance.  Staff are excellent role models who work extremely well together as a team. Led by an experienced and dedicated manager, they work hard to develop the provision. Self- evaluation is effective in building upon the many strengths of the nursery.

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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

 continue to build on the excellent programme of professional development for staff to maintain and extend their skills even further.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and outdoors, and assessed the impact this has on children's learning.  The inspector spoke to staff and children at appropriate times during the inspection.  The inspector completed two joint observations with the deputy manager.  The inspector held a meeting with the manager and deputy manager. The inspector also looked at relevant documentation, such as the nursery's self-evaluation and evidence of the suitability of staff working in the setting.  The inspector spoke to a small selection of parents during the inspection and took account of their views.

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Effectiveness of the leadership and management is outstanding

Highly effective and robustly implemented management systems continue to ensure the very high quality of the nursery. High-quality supervisions, regular staff meetings and observations of teaching practice ensure staff are expertly supported and their practice is robustly monitored. An insightful programme of training and support for all staff has a positive impact and the management team is keen to further embed this. Arrangements for safeguarding are effective. Staff demonstrate an excellent understanding of local safeguarding procedures. Robust risk assessments and alert staff ensure children are cared for in a safe and secure environment. Self-evaluation is highly effective and actively takes account of a wide range of views, including staff and families. Parents speak extremely highly of the setting and the rapid progress their children make.

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Quality of teaching, learning and assessment is outstanding

Highly responsive staff are quick to engage with the ideas that children bring to their learning. They skilfully join in when appropriate with children during activities and extend their knowledge and thinking. Children of all ages have free access to well-resourced outside areas. This ensures all children, especially those who prefer outdoor play are motivated and eager to learn. Opportunities for early writing are plentiful. Older children make use of large whiteboards and marker pens to start to form letters in their names. Younger children make marks with water and different sized paintbrushes. Books are read in exciting and interesting ways. Staff make excellent use of props when reading stories to children who become engrossed in the storyline. Children's interests and abilities are known and fully understood by the whole staff team. Highly successfully strategies engage all parents in their children's learning. They regularly borrow resources to support their

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Personal development, behaviour and welfare are outstanding

Children's emotional well-being is given the utmost priority. Staff boost children's confidence and self-esteem at every opportunity with meaningful praise and reassurance. Caring and flexible relationships between children and their key person provide a secure base from which children learn and develop. Settling-in arrangements and moves between rooms are managed sensitively and in partnership with parents. Staff work alongside parents on all aspects of children's changing care routines. Opportunities for children to become independent are plentiful and expertly supported by staff. They learn to manage risk as they work out how to balance on tyres or how to stack crates safely. Pre-school children are exceedingly confident in attending to their self-care needs. The significant time spent learning outdoors provides all children with plenty of fresh air and active play.

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Outcomes for children are outstanding

Children are active, independent learners, who show high levels of curiosity and imagination. They spend sustained periods of time engaged in challenging activities, becoming fully immersed in their learning. All children are making substantial and sustained progress and gaps in achievement are narrowing rapidly. Children are very well prepared for the next stage in their learning, including school.

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Setting details

Unique reference number 221542 Local authority Cambridgeshire Inspection number 854580 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 4 Total number of places 52 Number of children on roll 51 Name of registered person Huntingdonshire Regional College

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reference number

Date of previous inspection 8 March 2011 Telephone number 01480 379228

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reference number

Teddy Bear Nursery opened in 1988 and is run by Huntingdon Regional College. The nursery is open each weekday from 9am to 5pm, term time only. The nursery employs 10 members of childcare staff. Of these, all hold appropriate early years qualifications. Nine staff hold early years qualifications at level 3 and above, including one member of staff with early years professional status. The nursery provides funded early education for two-, three- and four-year-old children. They also provide support for a number of children who speak English as an additional language and children who have special educational needs or disability.

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reference number

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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reference number

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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reference number

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reference number

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reference number

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

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