Crocus Early Years (Hinxton Hall Nursery)

Crocus Early Years (Hinxton Hall Nursery)

Unique reference number (URN): EY136664 Address: Wellcome Genome Campus, Hinxton, Cambs, CB10 1RQ Type: Childcare on non-domestic premises Registered with Ofsted: 08/01/2003 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 Strong standard

All children, including those with special educational needs and/or disabilities and those who face barriers to learning, make substantial progress from their starting points. From the start of their care, they develop a deep sense of security, and this enables them to access the wider curriculum with growing confidence, independence and self-belief. Subsequently, children are extremely well prepared for the next stage of their learning, including their eventual move to school.

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Achievement Strong standard

Children of all ages gain secure communication skills. They confidently use a range of approaches to express themselves, suited to their age and stage of development. For example, babies babble and gesture, knowing their cues will be acted upon swiftly by staff. Older children talk confidently to each other as they discuss and predict how far their water will spray while using water sprayers.

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Achievement Strong standard

Children show high levels of perseverance to do things for themselves, from taking their first steps to pouring water from full jugs and climbing trees. They are curious and imaginative, showing sustained levels of attention as they play.

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Behaviour, attitudes and establishing routines Strong standard

Leaders establish a calm, predictable and inclusive environment where high expectations are clearly embedded. Consistently secure relationships between children and staff are a key strength of this nursery. Leaders and staff place great emphasis on ensuring that secure and robust key-person systems are in place and are implemented effectively to support children's changing needs and behaviours. Children show they feel safe and supported, confidently seeking out adults for reassurance and engagement if needed.

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Behaviour, attitudes and establishing routines Strong standard

Children's behaviour is exemplary. Staff act as excellent role models, and children replicate their behaviours through their highly positive interactions with others. Young children learn how to resolve minor conflicts with others and do so with increasing confidence and resilience. Staff allow children time and space to manage their emotions and are on hand to ensure that they consistently feel supported and understood.

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Behaviour, attitudes and establishing routines Strong standard

Routines are well embedded, and leaders continually reflect on how to implement transition times to further support children's learning and development. Children move seamlessly through different parts of the day, for instance as they move from carpet activities to mealtimes, and fully understand what is expected of them. As a result, children demonstrate high levels of independence, confidence and self-regulation. This calm purposeful flow of the day maximises learning time and enables children to remain highly engaged and ready to learn.

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Behaviour, attitudes and establishing routines Strong standard

Leaders consistently monitor and track children's attendance and have clear policies in place to follow up on children's absences. They work closely with parents and carers to help them understand the benefit of regular attendance and the positive impact attendance has on their child's development.

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Children's welfare and wellbeing Strong standard

Leaders and staff create a warm, welcoming and positive environment where children's welfare and wellbeing are prioritised. Staff know children incredibly well and understand their individual needs and nuanced changes in their wellbeing. They are consistently responsive to ensure children's needs are promptly met. This helps children to feel safe, secure, valued and develop a sense of belonging. Staff carefully consider children's sleep patterns, mirroring home routines as much as possible. They consistently follow the latest government safe sleep guidance to assure children's wellbeing and safety. Staff implement highly effective adaptations to support children with special educational needs and/or disabilities and those who may face barriers to learning. For example, they ensure that mealtimes are safe, inclusive and accessible for all children and provide dedicated time and appropriate space for children to attend to their own personal, medical or hygiene needs.

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Children's welfare and wellbeing Strong standard

Staff provide consistent support to help children gain independence in managing their hygiene routines. Children promptly wash their fingers and face after mealtimes and receive lots of encouragement when they start to manage their personal care. Staff consistently seek babies' and children's consent when supporting their care routines, such as when they change nappies or wipe children's noses.

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Curriculum and teaching Strong standard

Leaders and staff provide a highly ambitious and inclusive curriculum that places a clear focus on children's wellbeing. They carefully design learning opportunities to precisely match children's needs and interests, building on their previous experiences over time. For example, pre-school children become deeply engaged in scientific experiments. Staff ask thoughtful, well-timed questions that encourage children to think critically, make predictions and explore their ideas through hands-on experiences. Children enthusiastically talk about the reactions and changes they observe.

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Curriculum and teaching Strong standard

Teaching is of a consistently high quality. Staff treat every interaction as an opportunity to support children's learning and development. Across the nursery, mathematical teaching is naturally woven into children's experiences. For instance, young children listen to number songs during daily routines, toddlers explore shape and space as they tip and pour water, and older children develop problem-solving skills as they work out how many flowers are left when making potions. Staff consistently respond to children's interests in the moment and adapt their interactions to reinforce and extend learning.

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Curriculum and teaching Strong standard

Staff inspire and build on children's interest and preference to play outside. Through planned forest kindergarten sessions, they teach children about the natural world around them. Children learn about plants that will hurt them such as nettles. They learn to take supervised risk as they climb trees, jump in puddles and thoroughly enjoy creating mud slides. Staff teach children about sustainable living as they grow and harvest vegetables, such as radishes and spring onions, and talk about recycling.

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Inclusion Strong standard

Leaders and staff show a deep commitment to supporting all children and prioritise each child's individual needs. From the outset, they work closely with parents, carers and other professionals to create a joined-up approach to children's care and learning. Through this collaboration, staff consistently identify children's needs early and put support in place quickly and effectively.

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Inclusion Strong standard

Inclusion is deeply embedded across the setting. Leaders and staff are highly attuned to children who may face barriers to learning and wellbeing. They plan and deliver targeted support and carefully monitor each child's development to ensure they are making the best possible progress. Staff intuitively adapt their approaches to meet children's individual needs. For example, they provide talking photo albums to support children who are new to the country, helping them to feel safe and settled. Staff engage in ongoing training to deepen their understanding of children's emotional wellbeing and use this knowledge to provide precise, responsive support.

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Inclusion Strong standard

Leaders and staff ensure that all children make the best possible progress from their starting points. They create a nurturing and inclusive environment that builds children's confidence, independence and sense of belonging. This secure foundation supports all children's ongoing learning and prepares them well for the next stage of their development.

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Leadership and governance Strong standard

Leaders truly have children's interests at the heart of all they do. They set high standards for themselves, staff and children and provide professional support that inspires all to achieve the best they can. Leaders are ambitious for what all children can learn, and they invest in staff to enable them to provide high-quality teaching and learning experiences. They have an accurate view of the quality of teaching and identify areas to enhance so that children develop a secure sense of belonging, achieve well and thrive in the care of dedicated and professional staff.

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Leadership and governance Strong standard

Leaders are highly experienced and nurture staff to continuously develop their professional knowledge and skills. Staff say that they feel valued and well supported to fulfil their roles and to explore and introduce new ideas to practice. For example, staff attend training in forest kindergarten and deliver planned sessions in the setting. This enhances children's experiences and knowledge as they learn in the natural environment, building self- confidence and resilience.

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Leadership and governance Strong standard

Leaders place high priority on building secure professional relationships with parents and with other professionals who may support children. They instinctively adapt routines with staff to ensure that all children, including those who face barriers to learning, receive tailored support that enables them to feel safe and secure, and reassurance that their individual needs are consistently met. This includes purposeful use of any additional funding children may receive to support their individual learning.

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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 thrive in this highly nurturing and stimulating environment. Leaders and staff place children's wellbeing, happiness and safety at the centre of everything they do. Children arrive confidently and settle quickly because they form warm, trusting relationships with attentive staff who know them extremely well. Staff respond sensitively to children's emotional needs and provide consistent reassurance and encouragement, helping children to feel secure, valued and inspired to learn.

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Inspectors:

Carly Parkinson Gail Warnes Children develop highly positive social skills and demonstrate kindness, cooperation and respect for one another. Children laugh and smile as they splash in puddles alongside friends. Older children work as a team to catch water in buckets as it starts to rain. From the moment children start at the nursery, staff consistently promote independence well. Children confidently attempt tasks for themselves. They freely access a range of resources that inspire their imagination. They serve their food at mealtimes and are given opportunities to take manageable risk such as devising obstacle courses.

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Inspectors:

All children, including those with special educational needs and/or disabilities and those who may face barriers to learning, benefit from an ambitious and highly engaging curriculum that reflects their interests, previous experiences and individual stages of development. Subsequently, children become deeply engaged in their learning. They spend sustained periods of time exploring water play as they carefully pour and transport water using different containers. Activities such as these strengthen muscles needed for putting on socks, doing up coat zips and holding pencils, while promoting concentration and problem- solving skills. Children have many opportunities to learn about the natural world. They talk confidently about not wasting water because the plants need it to grow. Staff skilfully weave opportunities for communication and language throughout the provision. Children develop a love of books because staff read enthusiastically to them and sing songs and rhymes to

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Next steps

Leaders should ensure continued improvement in the setting's successful work to remove barriers for children who need extra help to realise a transformational impact on all children's achievement and wellbeing.

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About this inspection

The inspectors spoke with leaders, practitioners, the special educational needs coordinator, 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:

Wellcome Genome Campus Hinxton Cambs CB10 1RQ

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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 : 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

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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