Oxford Brookes University Day Nursery

Inspection of Oxford Brookes University Day Nursery Morrell Hall, John Garne Way, Marston, Oxford, Oxfordshire OX3 0TU

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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

Children show they are happy and confident and feel safe at the nursery. They enjoy a wide range of activities and experiences that support their interest and stimulate their learning and development. Staff create a welcoming and child- friendly environment. They have adapted the curriculum well to meet the individual needs of the children and to focus on developing independence, curiosity and active learning. For example, children explore a wide range of sensory materials, such as pasta and chalks. Furthermore, children enjoy exploring with nature in the outside kitchen area and tasting foods from around the world. Children receive a good amount of praise and encouragement from staff, which gives them the confidence and resilience to keep trying.

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The provision is good

Staff know the children in their care very well. The key-person system is embedded well in practice, contributing significantly to children's emotional resilience, sense of safety and overall well-being. Staff are positive role models for children and are deployed effectively as children play. They vigilantly remain close to the children and model language effectively, ask questions and meet their needs. Staff know what they want children to learn. They provide good quality engagement and adapt activities to ensure inclusivity for all. Children are continuously engaged and show they are motivated learners.

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need to do better?

n Leaders have a clear vision of what they want children to learn and develop before they move on from the nursery. All children show they are making good progress in their development from their starting points. Staff support children with special educational needs and/or disabilities well. They work closely with parents and external professionals to create plans, and they use funding well to support children's individual needs. n Leaders and staff work together well to provide children with a language-rich environment. They benefit from local authority initiative training. This has helped them to deliver a curriculum that is focused on supporting children in a range of opportunities to speak, understand and listen. Children of all ages show joy and excitement as they sing familiar songs and enjoy stories together with staff. n Overall, staff are skilful in their adaptations of activities to maximise learning for

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need to do better?

the children. For instance, as younger children explore with flowing water, they are supported in their coordination and large physical skills as they transport this to guttering tubes and tables. Older children have many opportunities to be physically active. For example, they enjoy climbing apparatus and ball games, which help them to build their cardiovascular skills. Activities such as building with construction and exploring with media and materials help to build children's small physical skills and muscles for future writing.

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need to do better?

16 July 2025 n Children respond positively to staff. Younger children smile and excitedly show staff are important to them as they snuggle up and include them in their play. Children are encouraged to complete tasks on their own. For example, older children confidently wash their own cutlery when these are accidently dropped on the floor. Children demonstrate a positive attitude to learning. Many have formed good friendships and enjoy playing alongside each other. n Children benefit from a well-balanced and nutritious menu at the nursery, which supports their well-being. Mealtimes are social occasions where children sit together, and staff engage children in meaningful conversations about healthy eating, food origins and oral hygiene. While the lunchtime routine is well organised, the breakfast routine in the older children's room lacks the same level of structure. n Leaders and staff demonstrate a strong understanding of safeguarding

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need to do better?

requirements. They rigorously implement and maintain policies designed to protect children, including the prohibition of smartwatches and use of mobile phones within the nursery. Regular supervision and training opportunities are offered to the staff. However, while coaching and mentoring systems are in place, they do not yet focus sharply enough on enhancing staff's teaching, reflective practice and overall professional effectiveness. n Parents speak highly of the exceptional care and support their children receive at the nursery. They consistently report that their children are happy, eager to attend and thrive in the nurturing environment created by staff. Parents feel well informed about their child's development, praising the quality and consistency of verbal feedback provided to them.

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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 review snack time to ensure there is a fully consistent approach to promoting children's good health n strengthen methods of coaching and mentoring to further enhance and build on the quality of staff practice to even higher levels.

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Setting details

Unique reference number 134021 Local authority Oxfordshire Inspection number 10409757 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 60 Number of children on roll 63 Name of registered person Oxford Brookes University

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reference number

Telephone number 01865 535040 Date of previous inspection 29 October 2019

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Information about this early years setting

Oxford Brookes University Day Nursery registered in 1997 and is situated in the Marston area of Oxford. It is open for 47 weeks of the year, from 8am until 5.55pm, from Monday to Friday. The provider employs 16 members of staff, 14 of whom hold relevant qualifications between level 6 and level 2. The provider is in receipt of funding to provide free early education to children aged three and four years.

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Inspection activities

n The inspector spoke with the manager about the leadership and management of the setting. n The manager explained the nursery curriculum during a learning walk with the inspector. n The manager and the inspector completed a joint observation of an activity together and discussed the quality of teaching and learning afterwards. n Children spoke to the inspector about the activities they took part in. n Parents shared their views of the setting with the inspector. n The manager showed the inspector documentation to demonstrate the suitability of staff.

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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 July 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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