Red House Day Nursery

Inspection of Red House Day Nursery 90 High Street, Burwell, Cambridge, Cambridgeshire CB25 0HD

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

Staff work closely with parents to ensure that children feel safe and happy when they start at the nursery. They support children to make transitions within the nursery thoughtfully and sensitively. This helps children to feel safe and secure. They settle quickly into the nursery when they arrive in the morning. Leaders have implemented a robust key-person system. Staff build strong, trusting relationships with children. Children enjoy interacting with staff. They have warm, positive relationships with them. Staff know children very well. This helps them to plan activities and experiences that children will join in with and enjoy.

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The provision is good

Leaders have developed a curriculum across the nursery which has a strong focus on independence skills. Babies use cutlery very well and children wash their hands and dish up their own dinner. Staff have high expectations for children's behaviour. They use strategies, such as sand timers, to support children to take turns. Children make good progress with their learning and development. There is an ambitious curriculum which helps children build on their skills and prepares them for the next stage in their learning. Staff identify and support children with special educational needs and/or disabilities (SEND) and provide individualised support to help children make good progress.

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need to do better?

n Staff keep children safe in the nursery and when out in the community. Outside, they supervise children when they are climbing large equipment, and they challenge them to develop their skills. Staff gently support babies who are learning to walk by providing plenty of space and soft areas. Staff support children to keep healthy, talking to them about what germs do to their bodies. Children enjoy nutritious home-cooked food and ask for second helpings. n Staff read stories and sing songs. They engage in conversation with children, listening carefully to what children say. Children enjoy retelling the story of the 'Three little pigs' with the help of puppets and remember the story well. However, staff do not always use the correct words or extend children's language skills. This means that children do not always get the opportunity to learn new words or how to say them accurately. n Staff support children's physical development. Outside children enjoy playing on

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need to do better?

bicycles and climbing. They build obstacle courses and dance and sing. Babies enjoy playing with shredded paper and dough. They learn to roll it and use cutters. Children learn to identify feelings and how they feel these in their body. They are invited by staff to join the 'pre-school committee'. This enables children to share their ideas on activities they would like staff to provide. n Children learn about the world around them. Staff take them out to visit the local windmill, library and well. Children learn about insects and where they live.

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need to do better?

17 April 2024 Children in the pre-school room enjoy painting pictures of their houses and talk excitedly with staff about the differences between them. Staff know what they want children to achieve and quickly identify when children are struggling with their learning and development. They work with parents to put strategies in place to support them. n There is strong partnership with parents. Parents comment on the support their children have received with toilet training and making the transition to school. Parents appreciate the communication they receive from staff about their child's achievements. Staff ask local schools to provide uniform so pre-school children can practise dressing up ready for school. Staff also work with other professionals to meet the needs of children with SEND. n Leaders can identify the strengths of the nursery. They have plans in place to continue developing the quality of teaching in the nursery. Staff feel appreciated

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need to do better?

as leaders provide support for their well-being. Leaders also carry out thorough inductions for new staff and regular appraisals for experienced staff. This helps leaders to identify specific targets for staff development. Leaders support staff to access training, so they continue to develop their practice.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n support staff to identify and use opportunities to model accurate language and extend children's vocabulary.

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Setting details

Unique reference number 2665802 Local authority Cambridgeshire Inspection number 10333096 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 65 Number of children on roll 73 Name of registered person Bright Stars Nurseries UK Limited

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reference number

Telephone number 01638 741174 Date of previous inspection Not applicable

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Information about this early years setting

Red House Day Nursery registered in November 2021 and is privately owned. The nursery opens Monday to Friday, all year round. Sessions are from 8am until 6pm. The nursery received early education funding for two-, three- and four-year-old children. There are 14 members of staff, including the nursery chef. Of these eight have appropriate early years qualifications at level 3 or above.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The manager and inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n Children communicated with the inspector during the inspection. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The provider spoke with the inspector about the leadership and management of the nursery. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector carried out a joint observation of a group activity with the manager. n Parents shared their views of the nursery with the inspector.

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Inspection activities

n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the nursery.

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Inspection activities

We carried out this inspection 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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Inspection activities

17 April 2024 regulates and inspects to 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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