Foxes Bridge Farm Nursery & Pre-School

Inspection of Foxes Bridge Farm Nursery & Pre-School Foxes Bridge Farm, Royston Lane, Comberton, Cambridge CB23 7EE

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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

Children are happy, and they show high levels of engagement in this exciting and unique learning environment. As they arrive at the nursery, they receive warm and welcoming interactions from staff, who engage in conversations with them about their personal experiences. Children form strong emotional attachments with staff, who get to know them very well. This helps children settle quickly and feel safe and secure.

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The provision is good

Staff model positive behaviours to support children in developing respectful relationships with others. When children build with wooden blocks, staff ask permission to add additional blocks to the structures that children have spent time creating. They thank children for being kind when they agree to others joining their play. Staff celebrate positive behaviours and are consistent in supporting children to reduce any unwanted behaviours. They implement clear rules and routines across the nursery, and this helps children understand what is expected of them. As a result, children behave well.

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The provision is good

Staff have high aspirations for children. Well-planned activities enable children to learn about nature, life cycles and their own physical health. During time in the garden, children learn how to care for the nursery's pets, developing a sense of responsibility. They observe unique experiences on the farm, such as lambing season and watching the combine harvester in the nearby field. The nursery chef teaches children about the food they eat and where it comes from. Rich experiences such as these contribute to children making good progress in their learning.

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need to do better?

n The nursery is led by a committed leadership team who are passionate about what they do. They have a clear vision for the nursery, and they work with the staff to implement a fun and challenging curriculum for children. In addition, the team invests heavily in staff's well-being. Staff report that they feel very well supported. n Staff place a high priority on promoting children's personal, social and emotional development. They validate children's emotions and encourage them to think about how their words and actions could make others feel. Younger children enjoy playing games where they their find their nose, eyes and tummy. Older children are praised as they work harmoniously together to collect hay for the toy tractor. Children develop a strong sense of self and build on the skills that are needed to support social interactions. n Staff generally support babies' communication and language well. They talk to

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need to do better?

them clearly and with excitement, using some Makaton signs to support their

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need to do better?

29 August 2024 early communication skills. As children explore the sensory tray, staff introduce new words to describe the texture of the resources, and they narrate children's actions, building on their understanding of language. At times, staff leave background music on, playing loudly, and they have not considered how this affects babies' ability to hear speech sounds clearly. This reduces babies opportunities to fully develop their growing vocabulary. n Children learn to be independent from a young age. Babies learn to use a spoon at mealtimes and practise wiping their hands and face afterwards. In the toddler room, children wash their hands and see to their own toileting needs. Older children help to serve their own meals and learn to put on and take off their coats. This helps prepare children for their transition into the next room or as they move on to school. n Children immerse themselves in activities. Older children use their gross motor

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need to do better?

skills to transport heavy equipment around the garden. Younger children make play dough with flour and water and build their fine motor skills as they squeeze and squash the mixture. They add natural resources, which have been collected from the farm early that day, discussing the smell of the herbs and colour of the leaves. Overall, staff use opportunities in children's play to extend children's learning. However, at times, staff answer questions for children and solve problems for them, rather than encouraging them to do this themselves to extend their thinking skills. n The nursery works closely with a range of other professionals to enhance the outcomes for children. When they attend other settings, staff build partnerships quickly to provide children with effective continuity of care. Pre-school staff work together with school staff to support children's transitions as they move on to the next stage in their educational journey. They work alongside other

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need to do better?

professionals to provide tailored learning plans for children with special educational needs and/or disabilities (SEND). As a result, all children, including those with SEND, make the best possible progress.

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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 in recognising the effect background noise has on young children's communication and language development n help staff in understanding how to extend and challenge children's curiosity and thinking skills even further.

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Setting details

Unique reference number 2678192 Local authority Cambridgeshire Inspection number 10350727 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care

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inspection

Total number of places 40 Number of children on roll 61 Name of registered person Farm Day Nurseries Ltd

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reference number

Telephone number 01223 297588 Date of previous inspection Not applicable

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Information about this early years setting

Foxes Bridge Farm Nursery & Pre-School registered in 2022. The nursery employs 18 members of childcare staff. Of whom, 12 hold appropriate early years qualifications, ranging from level 2 to level 5. The nursery opens from Monday to Friday, all year round. Sessions are from 7.30am to 6.30pm. It provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n This was the first routine inspection the nursery 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 nursery. n The manager and the inspector completed a learning walk and discussed how the nursery organises their early years provision, including the aims and rationale for their curriculum. n The inspector made observations throughout the inspection of children's experience in the nursery and assessed the impact on children's learning. n The inspector spoke with staff and children at suitable times throughout the inspection. n The inspector and the manager completed a joint observation of an activity to assess the quality of teaching. n The inspector took account of the views of parents.

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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

29 August 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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