Cambridge Day Nursery Ltd

Inspection of Cambridge Day Nursery Ltd 38 Cambridge Road, ILFORD, Essex IG3 8LU

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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 Good

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The provision is good

Staff at the nursery consider the needs of children closely when planning activities. They adapt the environment to support children with special educational needs and/or disabilities (SEND). For example, staff provide a sensory room where children can discover new textures and lighting levels. Staff support disadvantaged children well. They create new experiences for them to explore the world around them and meet other people. Leaders use funding for disadvantaged children to promote their individual interests. All children are well prepared for the next stage of their education.

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The provision is good

Staff support children to develop good communication skills. They help children who speak English as an additional language to learn new vocabulary. Staff find out about children's home languages and how well they understand and speak. They use this information to help develop children's spoken English. All children develop high levels of fluency and confidence.

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The provision is good

Staff have warm and nurturing relationships with children. They get to know every child well. Staff support children to play with others and take turns. All children listen to staff. Staff create routines that support children and babies to feel safe and happy. When children struggle when moving between activities, staff give them appropriate support. Children have high levels of emotional well-being.

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need to do better?

n Leaders and staff create a curriculum that is ambitious for all children. They provide children with opportunities to discover a variety of new skills and knowledge. Staff support children with SEND well. When children have gaps in their learning, staff create individual support plans. All children are well supported and gain confidence in their learning. n Staff assess children's skills and knowledge effectively. They regularly review what children know and can do. Staff identify where children need to go next with their learning. This helps all children to reach the best possible outcomes. n Staff plan activities that children enjoy. They consider the needs of all children when providing play activities. However, during focused teaching, not all staff understand how to support individual children to join in. For example, staff do not always adapt their teaching to support the youngest children when they

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need to do better?

struggle to concentrate. On occasion, not all children are able to focus at the highest levels. n Staff interact with children well. They identify the new language they want children to learn. Staff use clear language and repeat new words to reinforce children's understanding. All children, including those who speak English as an additional language, gain fluency at the highest levels.

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need to do better?

27 September 2024 n Leaders identify areas where children need support with their self-care skills. They teach children to use the toilet by themselves and wash their hands. Children feel confident and are proud when they can do things for themselves. Children gain high levels of independence. n Parents are happy with the nursery. They report that they are invited to join in with the activities. Parents attend regular events, including teddy bears picnics, trips and workshops. They say that they feel well supported by the nursery. This helps them to support their children's development at home. n Leaders and staff work closely with external agencies to support children's development. For example, they make links with the community police, who visit the nursery and talk to the children about safety. Staff visit the local primary school so that children feel confident when they move on. Staff work with

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need to do better?

experts to support children with SEND. n Staff teach children about the importance of healthy lifestyles. For example, they teach children to brush their teeth. Children can talk about which foods are good for their oral health. Staff support children's personal well-being well. n Leaders provide all staff with continuous professional development opportunities. For example, the special educational needs coordinator regularly attends training events. She shares her knowledge with all staff. However, leaders recognise that staff do not always have consistent opportunities to share good practice. As a result, staff are not always able to extend their teaching skills across all areas of the nursery, at the highest levels.

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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 strengthen how staff support children during focused activities to concentrate and join in at the highest levels n develop further how good practice is shared so that teaching is of consistently high quality across the nursery.

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Setting details

Unique reference number EY346992 Local authority Redbridge Inspection number 10351727 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 36 Number of children on roll 35 Name of registered person Cambridge Day Nursery Limited

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reference number

Telephone number 0208 598 8059 Date of previous inspection 10 October 2018

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Information about this early years setting

Cambridge Day Nursery Ltd registered in 2007. It is situated in Ilford, in the London Borough of Redbridge. It is open Monday to Friday, from 8am until 6pm, throughout most of the year. The nursery provides government funded childcare. The provider employs 11 staff, including the manager. Of these, nine staff hold an appropriate early years qualification at level 3 or above.

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Inspection activities

n The deputy manager, manager and inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n Staff spoke to the inspector about how they support children with SEND. n The inspector spoke to several parents during the inspection and took account of their views. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the nursery. n The inspector carried out a joint observation of a communication and language activity with the deputy manager.

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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

27 September 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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