University Nursery Edwinstowe Close

University Nursery Edwinstowe Close

Unique reference number (URN): EY396228 Address: Edwinstowe Close, off Chaucer Road, Cambridge, Cambridgeshire, CB2 7EB Type: Childcare on non-domestic premises Registered with Ofsted: 28/07/2009 Registers: EYR, CCR Registered person: Childbase Partnership 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 Strong standard

Children develop a deep sense of belonging and feel very secure. Consequently, they learn, develop and achieve very well. Babies learn and practise focus during activities. For example, they put items into a pot and take them out again repeatedly, reflecting their vocabulary focus 'in' and 'out'. Older children are expressive with impressive language skills. They use contextually appropriate language to describe and differentiate between different birds. They enjoy stories and ask question about what they are listening to. Children concentrate and listen carefully to adults giving guidance, then return to their tasks to follow the instructions.

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Achievement Strong standard

Children, including those with special educational needs and/or disabilities or other barriers to learning, make rapid progress from their starting points. All children are very well prepared for the next stage of learning, whether that is transition to another room or school. They are confident to ask for help and demonstrate independence skills appropriate to their age and stage of development.

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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff have created a nurturing and respectful environment, where children feel safe to try new things and to play with others. They model gentleness, kindness and enthusiasm for learning. Children respond positively to this and are keen to enjoy all the exciting opportunities available. Behaviour throughout is generally exemplary. Activities are engaging, interesting and children have access to the outdoors throughout the day. When staff do need to step in they are gentle and kind, using distraction techniques and giving children time to reflect on their behaviours. They work closely with parents and carers to ensure a consistent approach. Children build extremely positive relationships with their key staff, who are supportive and nurturing, adapting to each child's individual needs. Key staff know children and their family circumstances extremely well.

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Behaviour, attitudes and establishing routines Strong standard

Children are encouraged to play collaboratively and are explicitly taught how to respect each other. For example, the intent of the pre-school room is to learn about personal boundaries and space and to develop social skills. Children are kind to each other and respectful of space, particularly at mealtimes. Leaders closely monitor attendance and swiftly implement procedures to address any absences.

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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing is of the highest priority for leaders and staff. Staff know children and family circumstances very well. Parents and carers of children with special educational needs and/or disabilities are fully involved in decisions about care and shared strategies. Staff ensure that all children fully access routines by adapting resources. For example, secure chairs and monitoring through careful observations help all children to stay safe and included. This also helps children understand how to keep themselves, and their friends with different needs, safe. Staff are skilled at building secure and positive relationships with their key children and are sensitive to their unique characteristics.

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Children's welfare and wellbeing Strong standard

Leaders and staff work tirelessly to ensure that children's emotional and physical health is developed extremely well. All rooms have family books and photos to help support a genuine sense of belonging. Children can play outdoors whenever they choose. A highlight of the setting are the mealtime routines that ensure transitions between activities are seamless and disruption to children's play is minimal. Staff are knowledgeable about the benefits of the nutritious food on offer. They talk to children about how it helps their bodies grow, stay strong and healthy. Uncooked versions of the vegetables in the meals are displayed so staff can show children what the food they are eating looks like before preparation. Staff follow families' routines for sleeping and weaning, supporting consistency for children.

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Curriculum and teaching Strong standard

Staff have a secure understanding about what they want children to learn, reflected in the highly ambitious curriculum. Learning is incredibly well sequenced so that new knowledge builds on previous learning. Each room has clear intents for learning and an inspirational word. For example, pre-school children are learning about personal boundaries and social skills, and their inspirational word is 'community'. This is reviewed on a regular basis by leaders and staff. Changes are made to reflect the needs of children attending and their interests.

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Curriculum and teaching Strong standard

Staff use every interaction as a teaching opportunity. High priority is placed on developing children's language and communication skills, supported further by using sign language. Children who speak English as an additional language particularly benefit from this and quickly develop their communication skills. Children build independence skills through consistent routines that are well sequenced. Consequently, older children are completely independent in hygiene and mealtime routines. Children develop a firm understanding of early mathematical skills, such as around shape and number. Children have continual access to outdoor areas for physical play. Older children take part in programmes to help them to learn to ride bicycles safely.

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Inclusion Strong standard

The needs of children with special educational needs and/or disabilities (SEND) or other barriers to learning are rapidly identified at the start of their nursery journey. Staff work extremely closely with parents and carers from their initial meetings to establish any extra support required. Precise monitoring and assessment helps children to reach targets, which are reviewed frequently. This means that they make swift progress from their starting points. Staff use a range of interventions to ensure that children with SEND access the same learning as their peers. For example, distraction techniques, visual support, such as symbols or extra staff support, help to promote learning very well.

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Inclusion Strong standard

Leaders and staff fully support children with SEND and their families. Parents speak glowingly of the dedication of staff and leaders to ensuring children feel heard, supported and valued. Staff work with parents to ensure children receive the same high level of support when transitioning to school. They work with outside agencies and the local authority when necessary. The nursery uses extra funding extremely well. For instance, children with SEND have one-to-one support, when needed, and resources that ensure they have they same opportunities as their peers. Staff access training to support children with SEND, which has a highly positive impact on their practice and on outcomes for children.

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Leadership and governance Strong standard

The highly reflective leadership team have a detailed knowledge of the strengths of the setting and a continual programme for improvement. For example, they have recently introduced a rolling meal system and built up the links to home in all rooms to create a sense of belonging. Decisions are always made with children's welfare at heart. Seamless transitions ensure that children with special educational needs and/or disabilities are always well supported.

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Leadership and governance Strong standard

Expectations that leaders place on themselves and for staff are extremely high. The nursery has a high retention rate for staff, with many gaining qualifications through purposeful training and becoming team leaders, for instance. Staff development and wellbeing is paramount, and staff feel well supported and value the many benefits and training opportunities offered to them. They visit other nurseries in the local area to develop their practice. Leaders frequently reflect on the quality of teaching through supervisions and observations. They have regular meetings with staff to ensure there is continual improvement in practice. Leaders work extremely closely with parents and carers, who are full of praise for the nursery as they see their children make excellent progress.

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

Children flourish and thrive in this nurturing and welcoming nursery. They develop warm and trusting relationships with staff, who know them incredibly well. Children feel a solid sense of security and belonging, which gives them high levels of confidence to explore all the wonderful opportunities on offer. For example, babies investigate rolling cars down hills in the sand and toddlers bravely attempt to walk over planks in the garden area. Staff are enthusiastic and help children to make connections in their learning. For example, children squirt warm water from bottles onto ice as staff encourage them to talk about what they see and why it is happening. Children have an excellent attitude to learning and hugely enjoy taking part in group singing activities. They learn to use percussion instruments in time to the music, smiling and laughing as they play and learn.

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

Children behave very well and develop high levels of self-esteem. Staff model kindness and respect and children reflect this well. Children learn to manage their emotions and responses well. Staff recognise that children need time to reflect on actions to understand the impact of their behaviour, on occasion. Children demonstrate extremely high levels of independence, with older children being completely self-sufficient at mealtimes. Children make rapid progress in their learning and development. There are secure procedures to ensure children are well prepared for their next stage of learning, whether that be the next room or school. The nursery's bespoke curriculum is fully embedded and all staff ensure that every child achieves well. Children with special educational needs and/or disabilities or other barriers to learning are supported by staff to ensure they are included in all learning opportunities, for example, by providing visual symbols or adapting equipment. Leaders and

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

staff work closely with families to promote attendance to ensure that children build trusting relationships to enable deeper learning.

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Next steps

Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children and those with special educational needs and/or disabilities.

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About this inspection

The inspector spoke with leaders, staff, parents and children 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:

Edwinstowe Close off Chaucer Road Cambridge Cambridgeshire CB2 7EB

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Childbase Partnership Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 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

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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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