Bright Horizons Cambridge Milton Road Day Nursery and Preschool

Nursery and Preschool

Unique reference number (URN): 2797644 Address: 67a Milton Road, CAMBRIDGE, CB4 1XA Type: Childcare on non-domestic premises Registered with Ofsted: 28/06/2024 Registers: EYR 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

Across the setting, children and babies develop in confidence and demonstrate positive engagement and attention skills. Children acquire age-appropriate communication and language skills and develop a love of stories. For example, when children seek reassurance, they indicate to their key person that they want to read their favourite book with them.

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Achievement Expected standard

Through their body language, children demonstrate that they feel valued and included because they are well supported by staff. For example, some children enjoy playing in the outdoor sand and water areas, while others play collaboratively at the forest café. Children generally achieve well from their individual starting points and are suitably prepared for their next stage of learning. This includes children with special educational needs and/or disabilities, including those known to children's social care.

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Achievement Expected standard

The development of children's independence is encouraged across the setting, which is demonstrated by age-appropriate self-help skills such as children pouring their own drinks and self-feeding. Staff develop children's early mathematical concepts across the setting by incorporating shape, space and size in everyday routines and activities, such as in the forest and water-play activities. This contributes to children being ready for their next stage of education.

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Behaviour, attitudes and establishing routines Expected standard

Across the setting and during mealtimes, staff teach children the importance of treating others with kindness, care and respect and are positive role models. This helps children identify what is expected of them and supports creating and maintaining positive relationships. Children generally show a positive attitude to learning. During a balance rope activity, staff reassure children when it will be their turn and why, which helps manage children's emotions. This also helps teach children how to play and interact collaboratively with others. Children also wait patiently in the outdoor forest area while waiting to use the hammer appropriately so that they can weave wool around nails, which develops their fine motor skills.

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Behaviour, attitudes and establishing routines Expected standard

Children develop nurturing relationships with their key persons, which helps children feel safe and secure. Typically, any minor behaviour issues are quickly and effectively managed by staff so that children understand the impact of their behaviour on others. However, the language used by staff when managing behaviour should be age appropriate so that children can understand the expectation. During transition times, clear routines help to embed high expectations of all children, such as tidying up after themselves. Staff place a strong emphasis on developing children's independence and encourage children to manage their own personal needs, such as washing their hands before mealtimes. Generally, children adopt positive hygiene practices.

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Behaviour, attitudes and establishing routines Expected standard

Leaders work with parents to help ensure that children attend the setting regularly. They swiftly identify any patterns of non-attendance and find ways to support parents with children's individual needs.

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Children's welfare and wellbeing Expected standard

Leaders prioritise children's welfare and wellbeing. For example, staff have open communication with parents and welcome children with a warm attitude on arrival. This helps children to settle and is reinforced by what parents say. Children demonstrate that they enjoy being at the setting through their positive interactions with staff. Key-person arrangements are effective. Staff have a sound understanding of children in the setting and are responsive to children's individual needs, including those with special educational needs and/or disabilities.

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Children's welfare and wellbeing Expected standard

Mealtimes are well supervised, and staff use opportunities to teach children about healthy eating. Staff generally model positive social interactions during mealtimes and sit alongside children, ensuring that food is served appropriately. Staff encourage children to manage their own personal care routines with increasing independence across the setting, such as feeding themselves and pouring their own drink. These opportunities help children to develop a sense of responsibility and build confidence and their self-care skills. As a result, children typically adopt positive hygiene practices.

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Children's welfare and wellbeing Expected standard

Sleeping arrangements are effective and carefully monitored by staff. If children become unsettled, staff swiftly respond with reassurance, helping them to feel safe and secure.

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Curriculum and teaching Expected standard

Leaders have implemented a rich and balanced curriculum that is strengthened by the natural environment. This helps children gain the necessary skills, knowledge and understanding they need to be suitably prepared for their next stage of learning. Staff adapt their practice to meet children's individual stage of development, including those with special educational needs and/or disabilities. This results in children typically being engaged in their learning. During a forest activity session where children are engaged in a forest café, staff weave in age-appropriate mathematical language and concepts relating to size, weight, number and space. Children develop their gross motor skills and demonstrate turn-taking skills when playing with each other on a balance rope. This contributes to developing their independence.

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Curriculum and teaching Expected standard

Across the setting, children show a love of books and join in enthusiastically with well-known songs. These opportunities help support children's early language skills. Ongoing assessment from staff of what children can do and know informs future curriculum planning for children's next steps and is based on children's interests.

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Curriculum and teaching Expected standard

Staff develop close relationships with babies and are highly attentive to their needs. During a play dough activity, staff interact positively with toddlers to develop their confidence and help learn new language. Leaders and staff understand the steps in children's learning to help build their skills, knowledge and understanding so that they achieve well.

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Curriculum and teaching Expected standard

Leaders are aware that staff interactions are not consistently of a high quality. This sometimes impacts on the progress children make. Across the setting, children are generally keen to participate and are engaged in learning.

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Inclusion Expected standard

Leaders and staff talk with passion about child development and demonstrate their understanding through action. They recognise and act proportionately on any delays in children's development. Special educational needs coordinators know how to support children with special educational needs and/or disabilities, including those known to children's social care and any children who may face other barriers to their learning and/or wellbeing. Leaders seek advice from relevant external professionals and implement strategies to support individual children, such as using a 'Now and Next' approach to help children understand what comes next. This helps support processing and emotional regulation. Leaders work well with parents to ensure a consistent approach and to make sure children are supported at the right time.

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Inclusion Expected standard

The support that leaders and staff provide generally reduces barriers to children's learning and wellbeing so that they are able to make steady progress from their starting points. Where applicable, leaders allocate additional funding appropriately to support children who are disadvantaged, with children's needs and interests in mind. This helps children to learn effectively.

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Leadership and governance Expected standard

Leaders have a rounded understanding of the setting's strengths and areas for improvement. Leaders' self-evaluation of the setting is appropriate and used alongside their knowledge of children's interests and individual learning needs to help inform future development. For example, leaders are continuing to develop the outdoor forest area, which children enjoy and find engaging.

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Leadership and governance Expected standard

Staff have regular support and supervision and, as part of this, discuss individualised training to support their specific, identified professional learning needs. Leaders are reflective, value staff views and implement positive changes. They provide appropriate support for wellbeing and take measures where possible to reduce workload. Those responsible for leadership and governance place children's best interests at the heart of the setting to help ensure that children and their families are supported as best as they can be.

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Leadership and governance Expected standard

Leaders and staff develop effective partnerships with parents that support the care and education of their children well. Parents talk positively about the setting, commenting on the strong and transparent communication as well as the progress their children have made because of attending the setting. Parents report that the setting listens and works with them, with children's best interests and wellbeing at heart.

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

Children are warmly welcomed by staff. The environment across the setting is clean, neutral and well resourced, which typically helps children settle well. Children interact positively with staff and their peers, which is shown through their body language. Children learn about and enjoy the natural environment around them, including an engaging forest area. Children show through their behaviour that they have warm attachments with their key person, which also helps children to settle and feel safe. Children enjoy attending the setting.

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

Staff generally know children well and plan activities based on their individual interests. For example, children engage positively in a forest café activity and demonstrate kindness towards each other. This also enables children to recreate meaningful experiences, as well as developing their turn taking and social skills with each other. Children typically enjoy being at the setting and show a positive attitude to their learning. Staff form positive relationships with parents and carers and share the progress of their child through a secure app. Children's wellbeing is a priority, and staff communicate transparently with parents.

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

Children achieve well and make progress in being independent and in their physical development from the rich opportunities provided across the curriculum. Children make expected progress in communication, language and early mathematical concepts, such as measurement, size and space. They are supported over time to develop their emotional regulation, which also helps them to be prepared for the next stage of learning. Over time, children make progress from their individual starting points, and staff support children with special educational needs and/or disabilities and those who experience other barriers to their learning effectively. They accurately assess children's needs and progress, helping them to identify any gaps in learning.

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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 : 07:30 - 18:00

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Next steps

Leaders should continue to develop high expectations relevant to children's age and stage so that they can consistently manage their own feelings and behaviour. Leaders should continue to ensure that effective teaching and interactions with children are embedded and of consistently high quality so that every interaction is an opportunity for learning.

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About this inspection

The inspectors spoke with leaders, practitioners, the designated safeguarding lead and the special educational needs coordinator 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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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. 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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