University of West Cambridge Day Nursery

Inspection of University of West Cambridge Day Nursery 8 Charles Babbage Road, CAMBRIDGE CB3 0FZ

p.1

Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Overall effectiveness at previous inspection Outstanding

p.1

The provision is outstanding

Children thrive in the well-run nursery. They freely move around to explore, experiment and investigate with the wide range of resources both inside their group rooms and gardens. Staff expertly use their knowledge about the children they care for to ensure resources that reflect children's interests are readily available. In addition, staff add further items to help support even more learning experiences. Children enthusiastically recall the facts and information they already know before staff encourage them to think more deeply, contributing to expanding their knowledge and understanding even further. For example, staff ask children to recall the types of bees found in a hive. Children confidently identify the bees before staff ask them to explain how a new queen bee develops. Staff add new words to children's vocabulary, such as 'colony', helping to strengthen children's knowledge about bees. Children look at reference books to help them find new

p.2

The provision is outstanding

information and listen to the clear explanations staff give them. This is reflected in the rapid progress children make in their learning.

p.2

The provision is outstanding

Children are inquisitive and eager to learn. Through the carefully structured and well-sequenced curriculum, staff support children to begin to recognise and manage their emotions and behaviours. Very young children begin to take turns through simple games and activities with staff. Older children know they can find resources, such as sand timers, to help them take responsibility for sharing and equity during their play. Staff are on hand to give gentle reminders and to help children to regulate their behaviours when they struggle. As a result, children learn in a harmonious and happy environment.

p.2

need to do better?

n Staff plan an inviting environment for children to explore. They carefully consider how their plans support children's excellent progression. Babies have plenty of space to crawl and stretch. They pull themselves to standing at the low furniture, determined to see what they can find. While they stand, they purposefully feel the textures and objects placed in trays and listen to the sounds they produce. As a result, babies strengthen their muscles throughout their bodies in preparation for their next stage of physical development. Older children follow their love of books and choose shady areas of the garden to listen to stories and browse through the pages. Meanwhile, others hammer nails into soft wood. Staff help children manage age-appropriate risks for themselves. They explain how, for example, wearing a high-visibility jacket and safety goggles contributes to their safety. n Staff ensure that all children have access to the wide variety of resources and

p.2

need to do better?

experiences to help support their emotional, communication and personal development. For example, children who have a preference for visual support to

p.2

need to do better?

29 May 2025 aid understanding benefit from sharing books about their families, visual timetables and simple signs. Other children prefer to listen to recordings made by their parents to help offer reassurance and a sense of belonging. This contributes to the ethos of inclusion to help each child feel valued. n Children enjoy and continue to learn during their mealtimes. They make choices about when they would like to eat, enabling them to find a natural end in their play and learning before they wash their hands and sit down. Staff support them to serve the nutritious food. They talk to children about the types of food they are eating, highlighting how they help to keep their teeth, bones and muscles healthy. Children routinely choose the tools they would like to eat with, which may differ from those they see and use at home. For example, some children select chopsticks while others decide to eat their rice with a fork. Staff do not

p.2

need to do better?

rush children, helping to make mealtimes relaxed and sociable experiences. n All groups of children, including those who speak English as an additional language and children with special educational needs and/or disabilities, make the very best progress in their learning and development. Staff expertly use their knowledge of individual children to ensure the experiences they have accurately reflect what they need to know and understand next. Staff communicate well together, and with parents and other professionals who may also support children. This helps to ensure the best ways to teach and support children are shared, contributing to the strong promotion of continuity for children, and offering stability and security. n Providers have very high expectations of staff. There is a strong emphasis around continued professional development, supporting all staff to progress in their careers. Providers monitor staff performance and actively seek professional

p.3

need to do better?

research and accreditation to drive the consistently high standards even further. Staff feel valued and able to contribute to supporting each other as part of the strong team. Their enthusiasm is reflected back to them through the highly motivated children. n Partnerships with parents are very strong. From the outset of joining the nursery, staff involve parents in the transitions babies and children make, including daily routines and developmental milestones. Staff share information through a variety of ways, including an interactive secure electronic app, newsletters, face-to-face conversations and dedicated meetings. Parents are welcomed into the nursery to share their professional and cultural experiences with children. This contributes to the awe and wonder children are introduced to in memorable and exciting ways. This is further enhanced through a wide variety of outings children go on with staff.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

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

p.3

Setting details

Unique reference number EY396219 Local authority Cambridgeshire Inspection number 10404075 Type of provision Childcare on non-domestic premises

p.4

Registers

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

p.4

inspection

Total number of places 120 Number of children on roll 158 Name of registered person Childbase Partnership Limited

p.4

reference number

Telephone number 01223 464227 Date of previous inspection 9 January 2020

p.4

Information about this early years setting

University of West Cambridge Day Nursery registered in 2009 and is part of Childbase Limited. The nursery employs 69 members of childcare staff. Of these, 25 hold childcare and education qualifications at level 3 and above. The nursery is open from Monday to Friday all year round. Sessions are from 8am to 6pm. The nursery provides government funded places for eligable children from the age of nine months.

p.4

Inspection activities

n Two leaders took the inspector on a learning walk around the nursery. Along with room staff, they described the curriculum children experience in the nursery. n The inspector observed activities in the group rooms and gardens. She spoke to staff and the children at appropriate times throughout the inspection. n The manager and the inspector watched a planned activity together. They discussed the quality of the teaching they had seen. n The inspector held meetings with the manager and representatives from the company that owns the nursery. n A range of documents were seen by the inspector, including the evidence of the suitability of staff, curriculum plans and information for parents. n The inspector read a number of emails sent by parents as testimonies to the quality of the provision. The inspector took these views into consideration.

p.5

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.

p.5

Inspection activities

29 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6