Chestnut@Chesterton

Inspection of Chestnut@Chesterton Green End Road, Chesterton, CAMBRIDGE CB4 1RW

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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 create an engaging and calm learning environment. Staff's expectations of children's behaviour are high. The nursery is tidy and clean. Tissues and fresh water are readily available for children to access with ease. Staff encourage children to wash their hands regularly. This helps to promote good hygiene practices for later life. Children behave well according to their stage of development. In the pre-school room, children listen during group activities. They are curious and actively explore soil and pretend worms. Staff challenge children when mark making and praise them. Staff use mathematical vocabulary during play to extend their learning. Staff strengthen the learning linked to stories by focusing on one book a week. This helps develop children's imagination during play.

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The provision is good

Staff encourage children to get messy and explore through their senses. Pre-school children excitedly use toothpaste and water to bath toy dinosaurs. They confidently talk to the inspector about what they are doing. The mud kitchens are exciting places to be. Children actively explore mud and flowing water. They play alongside each other nicely. Fresh flowers enhance the experience. Staff talk to children about what they are learning. This encourages children to use descriptive and imaginative vocabulary. One child opens a restaurant and describes the 'thick, oozy mud'. Staff ask questions that have many potential answers and listen to children's responses. This helps to develop children's thinking and speaking skills.

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need to do better?

n Staff realise the importance of celebrating home languages. In the baby room, they work together with parents to ensure they understand words that are important to the children. This helps staff communicate with children and means their needs are met. Staff speak clearly and use repetition to help children learn new words. This supports children who speak English as an additional language to make good progress. n Lunchtimes are a special time and have a 'family feel'. Staff spend time with all the children and talk to them enthusiastically. They encourage children to try new foods in a gentle and calm way. Staff remind children to drink water after all the 'running around'. Children have manners appropriate for their age. This routine time of day helps children to foster good social skills. n Staff in the baby room follow home routines as much as possible. This helps children to settle in quickly and happily explore the learning environment. Staff

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need to do better?

sing with the children while waiting for their food to arrive. Staff are flexible and adapt the routine to suit the individual child. For example, when babies fall asleep during mealtimes, staff tailor the care to meet their needs. n The management team has a clear vision for the nursery and have implemented positive change. It meticulously monitors patterns and trends of activities and

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need to do better?

16 May 2025 incidents. The team regularly reviews risk assessments and implements changes to help keep children safe. n The management team values parent partnerships. Staff communicate well with parents and parents speak positively about the nursery. Staff support disadvantaged families and spend funding effectively. n The management team values the skill set of its staff. The team uses more experienced staff to role model and mentor new staff. Staff report managers support their well-being and professional development, including being able to help their key children develop successfully. n Staff know their key children well. They support the needs of the groups of children as well as individuals through identifying accurate next steps in learning. Children socialise well and play happily most of the time. However, at times, staff do not always help older children to maintain high levels of concentration and

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need to do better?

they become distracted from the activity. n Children are engaged in learning most of the time. Adults provide activities that interest and excite the children. However, they do not always help quieter children remain engaged. For example, toddlers experiment with balls and ramps. However, they lose interest when staff do not support deeper engagement.

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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 help staff to provide even more interesting and engaging opportunities to extend children's concentration skills n support staff to develop interactions with children to fully engage quieter and less confident children.

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Setting details

Unique reference number EY467388 Local authority Cambridgeshire Inspection number 10398759 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 71 Number of children on roll 65 Name of registered person Chestnut Nursery Schools Limited

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reference number

Telephone number 01223728390 Date of previous inspection 7 November 2019

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Information about this early years setting

Chestnut@Chesterton registered in 2013 and is located in Cambridge. The nursery operates Monday to Friday for 51 weeks of the year. Sessions are from 7.30am until 6pm. The nursery currently employs twelve members of staff, of whom seven hold appropriate early years qualifications at level 2 or above. The nursery provides funded early education for eligible children.

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Inspection activities

n The manager and inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n Children told the inspector about their friends and what they like to do when they are at 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 spoke with the nominated individual, manager and executive manager about the leadership and management of the setting. n The inspector spoke to several parents during the inspection and took account of their views.

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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

16 May 2025 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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