Coton Day Nursery and Out of School Club

Coton Day Nursery and Out of School Club

Unique reference number (URN): 2560330 Address: Coton C of E Community Primary School, Whitwell Way, Coton, Cambridge, Cambridgeshire, CB23 7PW Type: Childcare on non-domestic premises Registered with Ofsted: 07/10/2019 Registers: EYR, CCR, VCR Registered person: Davidson-Roberts Ltd

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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 benefit from a range of activities that support their physical development. They carefully turn the pages of books, one at a time and manipulate bricks to build towers and structures. These activities help to strengthen the small muscles in their hands. Children also have regular opportunities to develop their gross motor skills. They strengthen their large muscles as they ride bicycles in the outdoor area and join in with dancing activities. These activities help children to develop their balance and coordination.

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Achievement Expected standard

Children develop positive attitudes to learning and increasing levels of engagement. They learn to persevere when tasks are challenging and demonstrate resilience as they work towards achieving their goals. Children develop their independence through everyday routines and self-care opportunities. They learn to put on their own shoes and coats, feed themselves and attend to their personal care with increasing confidence. These experiences help to prepare children for their next stage in learning and development.

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Behaviour, attitudes and establishing routines Expected standard

Leaders create a calm environment, where staff use effective positive behaviour strategies. This supports children's understanding of expectations in the setting. For example, staff remind children about using 'kind hands' and 'walking feet' to promote respectful and safe behaviour. Staff also reinforce safety messages, particularly in the outdoor area, helping children to understand how to keep themselves and others safe.

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Behaviour, attitudes and establishing routines Expected standard

Staff recognise and praise children's achievements, which supports their confidence and helps them to understand behavioural expectations. Staff actively engage in children's play, modelling positive interactions such as sharing and turn-taking. As a result, children behave well. They develop self-regulation skills and demonstrate positive behaviour towards others. Children demonstrate an understanding of daily routines. For example, they independently wash their hands before mealtimes, collect their own cups and plates and serve their own food. These consistent routines help children to develop their independence and self-care skills. Leaders and staff build positive relationships with parents and effectively monitor attendance.

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Curriculum and teaching Expected standard

Leaders typically plan and implement a curriculum that supports children's development across the areas of learning. They place importance on children developing children's language and communication skills, recognising the importance of these skills in supporting future learning.

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Curriculum and teaching Expected standard

Staff model language effectively and use open-ended questions to encourage children to think, respond and extend their ideas. They adapt their practice to meet the needs of children whose language skills are still emerging. For example, staff use visual prompts and introduce early signs to support children's understanding and communication. These approaches help children to express themselves, develop their vocabulary and become confident communicators.

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Curriculum and teaching Expected standard

Staff encourage children to be independent and resilient when tackling new challenges. For example, as children learn to draw water into syringes, staff skilfully model how to use the equipment and provide encouragement as they practise. Staff use specific praise and feedback, which helps children to develop a sense of pride in their achievements.

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Curriculum and teaching Expected standard

Staff are positive role models and consistently demonstrate respectful and caring interactions. Children follow staff's example as they develop their personal, social and emotional skills. They play happily alongside each other and form positive relationships with their peers. Older children learn to include others in their play, particularly during role-play activities. These experiences help children to develop their social skills and learn how to interact positively with others.

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Inclusion Expected standard

Leaders identify children who may require additional support for their learning and development through ongoing observation and assessment. They are committed to ensuring that children and families receive the support they need to achieve positive outcomes. When concerns about children's progress are identified, staff work closely with parents and local authority advisers to plan the right support to meet children's needs.

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Inclusion Expected standard

Staff adapt the provision effectively to meet children's individual needs and put plans in place, such as visual cues and timetables to help children to understand routines. Leaders make effective use of additional funding to provide targeted support. For example, they purchase resources that reflect children's interests and current stages of development, helping to increase engagement and promote learning.

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Needs attention

Children's progress is regularly reviewed to help close gaps in learning. This approach helps children with special educational needs and/or disabilities to make expected progress.

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Children's welfare and wellbeing Needs attention

Staff do not always prepare foods for children in line with safer eating guidelines to help minimise the risk of choking. Leaders do not have consistent oversight of food preparation or ensure staff are confident to challenge how food is prepared.

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Children's welfare and wellbeing Needs attention

Children are served healthy nutritious meals and staff sit with children during mealtimes, making mealtimes a sociable time. Staff talk to children about making healthy choices. Children learn to manage their self-care and follow good hygiene routines. For example, they wash their hands before mealtimes, supporting good health. Children develop independence, knowing staff are nearby if they need help. They pour their own drinks and serve their own food. Staff support children who require sleep during the day, helping to meet their wellbeing needs.

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Children's welfare and wellbeing Needs attention

Children are confident to seek out familiar staff to share their ideas, thoughts and feelings. This demonstrates they are developing trust and emotional security within the setting. Staff teach children how to keep themselves safe. For example, they remind them to wear helmets when riding bikes. When children are sleeping, staff carry out regular checks and remain close by.

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Leadership and governance Needs attention

Leaders do not consistently have sufficient oversight of the quality of practice across the setting. Although staff complete training, leaders do not oversee practice to ensure staff are following recommended guidelines about safer eating. There are occasions when food is not prepared in a way that effectively minimises the risk of choking. The lack of robust oversight means that children's safety is not always fully assured during snack and mealtimes. There has been a high turnover of staff recently and leaders do not ensure all staff have the necessary skills to fulfil their role.

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Leadership and governance Needs attention

Parents report that their children are safe and well cared for within the setting. Staff work closely with parents to share information when children are identified as having gaps in their learning. They offer support and guidance to parents to continue children's learning at home. Leaders liaise with outside professionals to help children to make expected progress. This ensures a collaborative approach towards supporting children's development. Leaders use additional funding carefully to support children's specific needs. Leaders liaise with schools to support transitions effectively. They arrange for children to visit schools, to help prepare them for their next stage in learning.

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Compulsory Childcare Register requirements

This setting has not 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 not 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 warmly greeted by staff on arrival and settle quickly into the nursery environment. They independently hang up their belongings and confidently choose activities, demonstrating a positive attitude to learning. Children play alongside one another and develop the skills needed to include others in their play. Children are confident communicators who readily engage with staff, sharing their ideas, experiences and feelings.

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

Children enjoy playing in the outdoor area, where they engage enthusiastically in activities that support their physical development. They run, balance and learn to ride bicycles, developing coordination and control. Staff regularly promote children's understanding of safety by reminding them to wear helmets. Children develop their fine motor skills through activities such as scooping and squeezing fruits in the mud kitchen.

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

Children develop their social skills effectively through daily routines. Mealtimes are a sociable time, where staff and children engage in meaningful back-and-forth conversations. Staff skilfully support children's communication and language development by asking open- ended questions and allowing sufficient time for children to think and respond.

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

Children develop their imagination and creativity through a range of engaging role-play experiences. Staff enhance and extend children's play by providing resources that support their emerging ideas and interests. For example, children independently create a doctor's surgery, inviting their friends to 'sit in the waiting room'. They confidently take on different roles, asking questions such as 'what's wrong with you?' as they recreate familiar real-life experiences. Through this imaginative play, children develop their thinking skills as they collaborate with their friends.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following actions by the assigned date:

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Action Completion Date

ensure staff implement safer eating guidelines to support children's good health and minimise the risk of choking 31/07/2026

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Action Completion Date

ensure staff have the necessary skills and knowledge to fulfil their roles and responsibilities to meet children's needs 31/07/2026

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About this inspection

The inspector spoke with leaders, practitioners, children and parents and carers 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:

Coton C of E Community Primary School Whitwell Way, Coton Cambridge Cambridgeshire CB23 7PW

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Address:

Type: Childcare on non-domestic premises

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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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