Bunnybrookes Day Nursery

Bunnybrookes Day Nursery

Unique reference number (URN): EY491944 Address: 1st Floor Frank Lee Centre, Addenbrookes Hospital, Hill Road, Cambridgeshire, CB2 0QQ Type: Childcare on non-domestic premises Registered with Ofsted: 23/07/2015 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 achieve well from their starting points in all areas of learning, progressing through the curriculum. Communication and language are woven into all activities and embedded in daily routines. Activities are purposefully planned with children's next steps in mind, specifically designed to help them continue to achieve as they progress through different stages of their learning and development and prepare for school.

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Achievement Expected standard

Children benefit from the opportunities staff provide to develop their independence skills. For example, babies learn to self-feed using spoons, and older children have mastered chopping their food and using cutlery as they practise daily. Younger children use their hands to smear paint onto an ice block, experiencing different sensations, as older children observe and predict its effects. Older children show excellent scissor control as they cut round detailed shapes. They correctly identify letters. Activities are adapted to use training scissors, allowing children to snip paper at their own pace.

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Behaviour, attitudes and establishing routines Expected standard

Leaders have established a secure and predictable routine throughout the setting. Staff know the children well and, on most occasions, encourage them to become independent within their routines and to begin managing tasks for themselves. Children confidently navigate daily routines, demonstrating well-embedded positive behaviour. Children instinctively hold the rail as they walk down the stairs safely. They know they must wait at the bottom and begin putting on their boots. They understand how to share the play dough and take turns. Children enjoy being praised by staff, which strengthens their understanding of kindness and sharing. Staff model sharing and explain what is expected for children who are new to this or require further support. Staff know the children well and support them to succeed by adapting their expectations and providing individual support. This could be strengthened by involving external agencies more swiftly so that all children are supported in

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Behaviour, attitudes and establishing routines Expected standard

Leaders understand the context of parents who work shift patterns at the on-site hospital and how this affects arrival times. Routines allow flexibility to ensure that individual children's needs are met. Children attend regularly, and leaders work closely with families to promote the importance of this.

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Children's welfare and wellbeing Expected standard

Children's wellbeing is high as they play happily and feel settled in a safe, welcoming space. They have secure attachments to their key person and are confident with other staff, who they go to willingly for support or to play with. Children who are upset are comforted, settle quickly and join in. Staff play alongside children in small groups or one on one, allowing them to feel more secure as they become part of the wider group. Effective individual sleep routines are in place for children, and parents are supported with weaning. Parents comment that children thrive in the setting because of the care and attention they receive. Mealtimes are well organised and calm, and staff are vigilant about dietary requirements. Parents praise the healthy meals prepared at the setting, and the children enthusiastically eat the yoghurt and fruit puree.

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Children's welfare and wellbeing Expected standard

Children are supported to understand risk and to develop a growing understanding of how to keep safe outside the setting. Children hold hands in pairs as they walk sensibly to the garden. On occasion, staff do not promote children's understanding of how to follow the expected routines around developing healthy hygiene habits, for instance washing hands and accessing water to drink. This does not consistently support children to make healthy choices.

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Curriculum and teaching Expected standard

Leaders have a clear vision for what they want children to know and learn across all ages in the setting. There is a carefully considered, exciting curriculum, and children are busy and involved throughout the day. Leaders have recently introduced a well-used book-lending scheme to enhance children's communication skills at home. There are plans for a vegetable patch to be added to the garden, which will further the children's knowledge and opportunities for teaching in the outside space.

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Curriculum and teaching Expected standard

Activities are designed to support children's overall development, are adapted so that all children can take part and are tailored to each child's age and stage. Teaching is purposeful and focuses on helping children learn the skills they need for their next steps. For instance, children are taught Makaton and use signs accurately as they play to communicate their needs. Staff introduce new vocabulary and ideas to children that build on their existing knowledge. Children have excellent ideas and are confident to try new things. Children have a wide range of opportunities, such as trikes and beams that build strength, coordination, balance and confidence in using their bodies.

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Curriculum and teaching Expected standard

Staff use mathematical language in play. Children explore sand and play dough and accurately match numbers to objects. Children successfully sort and group animals. Children spontaneously measure objects and show a keen interest in numbers and what they reveal.

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Inclusion Expected standard

Leaders and staff create a warm, welcoming environment that is inclusive for all children. Children explore a wide range of purposeful activities, which are adapted so that all children can take part. Key people are knowledgeable about children's developmental stages. They identify children's individual needs through observation and monitor their progress. Staff are reflective and thoughtfully plan how they can best support the child, based on what they already know. Individual plans are developed for children who require further support, which may involve external professionals. Some children are supported on a one-to-one basis, where staff role model sharing and turn-taking.

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Inclusion Expected standard

Children's preferences are valued by listening to their choices and interests, helping them feel respected, confident and involved in their learning. Staff are knowledgeable about children's likes and dislikes. Children play happily in the outdoor shelter or huddle excitedly under the umbrella when it is raining, with staff who understand they prefer to stay dry when they play outside. This allows all children to be included in the daily routines of the setting.

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Inclusion Expected standard

Leaders work with external professionals, implementing activities and using strategies with the child in mind. However, parents are not always engaged at the earliest opportunity to share information and developmental feedback, so not all children make progress as quickly as others.

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Leadership and governance Expected standard

Leaders have a clear understanding of the overall setting. They are reflective, know its strengths and have ideas for further development. Staff have high wellbeing. They feel valued and supported, and their ideas and contributions are integral to the setting's overall vision. Staff have a detailed induction programme and ongoing professional training.

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Leadership and governance Expected standard

Leaders regularly evaluate the service to drive change and positive developments. For example, they are enthusiastic about their ideas to improve the garden and expand the provision with a vegetable patch, which will create further learning opportunities for the children. Leaders have recently introduced a book-lending scheme that focuses on language and communication, linking to different ages and stages. This has developed links with home and a love of reading, and widened children's understanding of the diverse world around them and their personal experiences relating to their families and home life.

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Leadership and governance Expected standard

Leaders understand the working needs of families attending and have recently implemented a variety of flexible ways for parents to receive feedback, which has led to an increase in parent participation. Leaders engage well with external professionals to provide children with consistent support and strategies. However, discussions with parents regarding children's development do not always take place at the earliest opportunity. This does not ensure that any barriers to children's learning are swiftly identified, allowing rapid, effective support to be implemented.

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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 are happy and learn through play in a warm, nurturing setting. Children have secure attachments to their key person and practitioners and settle quickly upon arrival. Children attend regularly, which helps them develop friendships and make consistent progress in their learning. Children have a positive approach to new experiences and are inquisitive as they investigate the properties of ice, discuss the rainwater collected overnight and run their fingers through paint. Children's different starting points are valued and used to plan meaningful experiences. As a result, children are well prepared for their developmental stages and for school. The setting works closely with families to provide guidance and resources, ensuring that all families are well supported.

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

Children feel secure, behave well and are aware of their environment and staff expectations. They know that in the garden, they can run and climb, and that the routine is different inside to keep them safe. As the children make their way to the garden, they walk sensibly, holding hands. They run enthusiastically in the garden, laughing and calling out to their friends. While inside, children engage in more focused activities and are engaged for substantial periods of time.

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

The setting promotes an inclusive environment where children feel they belong and are supported to thrive. Children are warmly greeted by their key person, hang their jackets on the coat pegs independently and find their names or photos. Children build friendships in the setting and enjoy time with their peers as they play cooperatively in the mud kitchen, pretending to make chocolate soup. They freely share the bowls and spoons, laughing as they pass 'chocolate soup' back and forth. Through play and small-group activities, younger

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Address:

1st Floor Frank Lee Centre Addenbrookes Hospital, Hill Road Cambridgeshire CB2 0QQ

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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:

Register(s): EYR, CCR, VCR children develop the skills to interact positively with their peers and gain the confidence to become part of the wider group.

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Next steps

Leaders should support practitioners to embed well-structured hygiene routines to help children to consistently make healthy choices. Leaders should be consistent in ensuring that the barriers children face to their learning are swiftly identified and effectively addressed.

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About this inspection

The inspector spoke with the manager, deputy manager, special educational needs coordinator and staff and also held discussions with parents and carers.

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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. 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 standard 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 standard 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

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 .

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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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