Bright Horizons Fulbourn Day

Nursery & Preschool

Unique reference number (URN): EY475707 Address: Camlife, Cambridge Road,, Fulbourn, Cambridge, CB21 5XG Type: Childcare on non-domestic premises Registered with Ofsted: 07/03/2014 Registers: EYR, CCR, VCR Registered person: Bright Horizons Family Solutions Limited

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Expected standard

Children make steady progress from their starting points, particularly in their language and physical development. Babies and toddlers build strength through climbing and movement, while older children develop coordination and fine motor skills using tools and creative materials. Children learn new words by repeating them and naming objects, which supports their communication.

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Achievement Expected standard

Children with special educational needs and/or disabilities and those who face barriers to their learning gain confidence and develop skills because support is tailored to their needs. Babies learn to feed themselves, and older children show growing independence as they serve food and clear plates. These experiences help children to develop resilience and self- care skills for future learning.

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Behaviour, attitudes and establishing routines Expected standard

Leaders create a positive environment where children behave well and learn to cooperate. Staff use praise and clear expectations to encourage sharing and turn-taking. Children learn to tidy up after activities, which promotes responsibility and care for their surroundings. For example, they work together to sweep up sand, showing teamwork and respect for the environment.

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Behaviour, attitudes and establishing routines Expected standard

Leaders work with parents to promote the importance of regular attendance. They provide tailored support to help families establish good habits, so children benefit from consistent routines and learning opportunities.

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Behaviour, attitudes and establishing routines Expected standard

Daily routines such as snack and mealtimes are well organised and calm. Children sit together and feed themselves, which promotes independence. These routines help children develop confidence and self-care skills. Babies watch staff demonstrate how to use spoons, helping them learn new skills. Strong bonds with staff help babies feel safe and confident to explore. For instance, when a baby crawls up the climbing frame and spots a member of staff behind them in the mirror, they smile with delight.

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Behaviour, attitudes and establishing routines Expected standard

Children build respectful friendships as they move through the nursery. Staff help them learn to be kind and manage feelings. Small-group and one-to-one sessions support children who find this more difficult, helping them understand rules and boundaries. Practitioners have warm, trusting relationships with children, which helps them feel secure and ready to learn. As a result, children develop self-control and positive attitudes towards learning.

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Children's welfare and well-being Expected standard

Staff support children's welfare and wellbeing through calm routines and secure relationships. Babies and children receive attentive care and enjoy mealtimes at their own pace, which meets their individual needs. Healthy and balanced meals are freshly prepared on site. Staff follow strict procedures for allergies and dietary needs so children stay safe. Older children show independence by serving themselves and clearing away their plates. For instance, they pour drinks and scrape their plates after lunchtime. Overall, staff supervise mealtimes well, promoting social interaction.

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Children's welfare and well-being Expected standard

Children have daily opportunities to move and climb, which promotes their physical health. For example, toddlers practise balancing and climbing outdoors, while babies are encouraged to pull themselves to stand and join activities. Older children manage self-care, such as washing hands after using the toilet and putting tissues in the bin. Staff work closely with parents and carers to support potty training.

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Children's welfare and well-being Expected standard

Children show a secure sense of belonging. They form secure attachments with their key person and other staff. Staff know children well and notice when they are tired or need comfort. They respond quickly, soothing babies to sleep or offering reassurance. These well- established routines and positive relationships help children to develop confidence, resilience and positive attitudes towards learning.

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Curriculum and teaching Expected standard

Leaders sequence the curriculum so children build knowledge gradually and are well prepared for the next stage in their learning. They prioritise children's language development. Staff talk with babies and younger children, repeating words and introducing new vocabulary. For example, when babies say 'car', staff respond with 'yes, blue car'. They build on toddlers' interests by naming objects and describing actions during play, such as mixing coloured paints or exploring water. Older children communicate their needs clearly and use a growing range of words. Staff engage well with children. However, staff do not always make the most of opportunities to extend learning through consistently high-quality interactions, including extended conversations that encourage children to think and explore ideas across routines and activities.

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Curriculum and teaching Expected standard

Physical development is a clear priority. Babies practise pulling up to stand. Toddlers use ride-on toys and climbing equipment to build strength and confidence. Children take part in activities that develop their fine and large motor skills. They use tools to shape dough, paint pine cones and pick up pom-poms with tweezers. This helps to strengthen children's small- muscle control and coordination.

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Curriculum and teaching Expected standard

Staff teach mathematics and early concepts well. They count steps as children climb and encourage counting during snack time, helping children to understand numbers in everyday routines. Children begin to recognise colours when staff name them in play. Staff regularly assess children's progress to check what they know and can do, and share this information with parents to support learning at home. However, staff do not consistently use their knowledge of children's next steps to plan meticulously to help every child make the best possible progress.

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Inclusion Expected standard

Leaders and staff make sure that all children can take part in activities. They adapt the environment and resources so that children who need extra support can join in with their friends. This helps children to feel included and develop confidence in their abilities. The nursery follows a graduated approach to supporting and identifying children with special educational needs and/or disabilities and those who may face barriers to learning. They regularly observe children's progress to ensure that all children make steady progress from their starting points. Parents and carers describe the guidance and care from leaders and staff as invaluable, particularly the way they work with other professionals to provide consistent support between home and nursery. Leaders understand how additional funding supports disadvantaged children. Although no children currently receive this funding, leaders confidently discuss how it was previously used to meet individual needs and improve

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Inclusion Expected standard

Leaders ensure that children who speak English as an additional language receive targeted support. Staff learn key words in children's home languages and use these alongside English during routines and planned activities. Leaders provide resources such as photo collages and dual-language books, and they offer a lending library with multicultural stories for families. These strategies help children to build their vocabulary and confidence over time. Leaders check the impact of this support and work with external professionals when needed so children make steady progress.

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Leadership and governance Expected standard

Leaders have an accurate view of the nursery's strengths and areas for improvement. They check practice through regular observations and discussions with staff. Leaders use this information to plan training and support. They work well with external professionals so children, including those with special educational needs and/or disabilities, receive timely help.

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Leadership and governance Expected standard

Staff know children well, which supports calm routines, secure attachments and positive behaviour. Experienced staff mentor less-experienced colleagues, helping them to build confidence and develop their skills over time.

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Leadership and governance Expected standard

Partnerships with parents and carers are strong. Parents say activities are adapted so all children can take part. They describe how their children make progress and how the curriculum gives them a wide range of experiences to build skills for later life. Parents value the support they receive when facing challenges and speak highly of the nursery, leaders and staff. They highlight the individual help their children receive and the way the nursery works with other professionals to support progress.

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Leadership and governance Expected standard

Leaders prioritise safeguarding. They strengthen staff knowledge through training and regular refreshers on policies and procedures. This ensures children's safety and wellbeing. Leaders consider staff wellbeing and workload in their decision-making, ensuring expectations are realistic and support is available when needed. This helps maintain a safe and positive environment for everyone.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Children arrive happy and eager to see the staff and their friends. They settle quickly and enjoy choosing where to play. Babies snuggle on staff's laps to share stories and songs, building strong bonds that help them to feel safe. Toddlers explore books independently and join in group singing with enthusiasm. Staff talk to children as they play, repeating words back and adding new ones to build children's vocabulary. For example, when children spot aeroplanes and birds in the sky, staff use these opportunities to engage them in conversation.

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What it's like to be a child at this setting

Children move freely between indoors and outdoors. This helps those children who prefer to learn outside to stay engaged and make choices about their play. Children follow their own interests, such as learning about planets and the solar system, and stay focused for long periods. Outdoors, children run, climb and balance on equipment, building strength and confidence. Indoors, they concentrate on puzzles, working out which shapes fit together. Staff support them to keep trying and celebrate their successes. Leaders prioritise building children's confidence and self-esteem so they are ready for new challenges and the next stage in their learning.

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What it's like to be a child at this setting

Children behave well. They learn to share and take turns. Staff model kindness and respect, and children copy this in their play. Children who speak English as an additional language join in daily routines with help from staff who use pictures and key words from their home languages. This helps them to feel included and take part in conversations and activities. Families feel welcome and work with staff to support children's learning at home. These positive relationships help children feel safe, valued and eager to explore and learn more.

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Next steps

Leaders should ensure that all staff consistently use high-quality interactions, including extended conversations that encourage children to think and explore ideas, to deepen children's learning across routines and activities. Leaders should ensure that the agreed next steps for individual children are consistently implemented in daily practice to help children make the best possible progress.

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About this inspection

The inspectors spoke with leaders, staff, including those with safeguarding responsibilities, and parents during the inspection.

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About this inspection

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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Address:

Camlife, Cambridge Road, Fulbourn Cambridge CB21 5XG

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Bright Horizons Family Solutions Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:00

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standards expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standards set out in statutory and non-statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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

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