Millington Road Nursery School

Millington Road Nursery School

Unique reference number (URN): EY385967 Address: 4a Millington Road, CAMBRIDGE, CB3 9HP Type: Childcare on non-domestic premises Registered with Ofsted: 08/12/2008 Registers: EYR, CCR Registered person: The Millington Road Nursery School Trust

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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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Behaviour, attitudes and establishing routines Strong standard

Leaders have embedded a warm and welcoming environment where children demonstrate through their body language that they feel safe and valued. Children develop meaningful and warm relationships with their key persons, which also helps children feel safe and secure. Staff use their understanding of individual children to adapt routines and approaches so that each child feels supported and included. 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 them in creating and maintaining positive relationships.

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Behaviour, attitudes and establishing routines Strong standard

Careful, highly impactful teaching around behaviour and routines meets the needs of all children and provides consistency throughout the day. As a result, children consistently demonstrate positive attitudes towards learning and others. This enables children's best possible behaviour. Staff effectively use engaging songs and stories to support transitions and language development. Children are increasingly able to manage their emotions, and staff are attentive to ensure that children are consistently supported.

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Behaviour, attitudes and establishing routines Strong standard

Leaders work closely with parents and carers to consistently identify and tackle any patterns of non-attendance, finding ways to support parents and children's individual needs. This helps to ensure that children consistently attend the setting.

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Children's welfare and wellbeing Strong standard

Leaders foster a warm, welcoming and inclusive approach. Staff work closely and effectively in partnership with families, which ensures that staff have a comprehensive understanding of the changing needs of all children who attend the setting. They consistently prioritise children's welfare and wellbeing.

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Children's welfare and wellbeing Strong standard

Children settle swiftly because of the close bonds with and effective support from staff. Children show through their body language and interactions that they enjoy attending the setting and have genuine, secure attachments with their key person. As a result, children develop positive relationships, engage positively in their learning and feel emotionally secure.

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Children's welfare and wellbeing Strong standard

Staff make the most of different opportunities to teach children about the importance of adopting healthy lifestyles. They weave in information throughout a range of relevant experiences, conversations and well-structured, embedded routines. For example, during snack time, staff support meaningful conversations relating to a healthy diet, developing children's knowledge about the importance of eating different fruits and vegetables. As a result, children consistently make their own healthy choices. Staff follow rigorously adapted safer-eating practices during snack and mealtimes to ensure children's safety, and are highly responsive to any changes in children's needs.

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Children's welfare and wellbeing Strong standard

Staff carefully plan experiences to include all children. For example, they follow external professional guidance, such as through adapted approaches or tailored language, to

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Expected standard

support children with special educational needs and/or disabilities. All children have abundant daily opportunities to develop their physical skills and spend time in the large, engaging outdoor space to support their emotional wellbeing.

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Achievement Expected standard

Children show through their interactions and behaviour that they feel valued and included because they are well supported by staff. For example, some children enjoy playing in the well-resourced sand pit, while others paint outside collaboratively. As a result of attending the setting, children typically achieve well from their individual starting points and are suitably prepared for their next stage of learning or school. This includes those children with special educational needs and/or disabilities or who may face barriers to their learning and/or wellbeing.

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Achievement Expected standard

Children develop in confidence and demonstrate positive engagement and attention skills during imaginative free play with others. They develop age- and stage-appropriate communication and language skills, as well as a love of stories. For example, children join in enthusiastically during story time before mealtime, taking turns to make appropriate animal noises and interact pleasantly with their peers. Staff develop children's confidence and early mathematical concepts by incorporating shape and size in everyday routines and activities, such as during a water-play activity. This contributes to children being ready for school and their next stage of learning.

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Curriculum and teaching Expected standard

Leaders have implemented a broad curriculum that is typically taught well, drawing upon the unique natural environment around them. This helps children gain the necessary skills, knowledge and understanding they need to be suitably prepared for their next stage of learning or for school. Leaders have a solid understanding of the quality of the curriculum. They are developing an action plan to bring about further improvement to ensure it is of a consistently high quality, ensuring highly effective teaching and that interactions with children are embedded.

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Curriculum and teaching Expected standard

Staff demonstrate that they know children and their individual needs well. During a messy play topic activity, for example, staff weave in early mathematical language and concepts such as number, size and space. They also extend children's vocabulary and understanding in relation to animals they see in their local area, such as foxes and squirrels. Children also develop their fine and gross motor skills, which contributes to their growing independence. During singing time, children join in with familiar songs. These opportunities help support children's early language skills. Ongoing assessment informs future curriculum planning for children's next steps, with children's interests in mind.

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Curriculum and teaching Expected standard

Staff understand the steps in children's learning to help build their physical skills and emotional development so that they typically achieve well. This includes an inclusive curriculum where staff adapt their practice to meet children's individual stages of development, including those of children with special educational needs and/or disabilities. This results in children typically being engaged in their learning.

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Inclusion Expected standard

The special educational needs and disabilities coordinator knows how to identify and support children with special educational needs and/or disabilities, as well as any children who may face other barriers to their learning and/or wellbeing. This enables leaders to recognise and act on potential delays in a child's development. Leaders work sensitively in partnership with parents and carers to make sure all children have the right support at the right time. Leaders work well with external professionals to seek advice and implement strategies, such as tailored approaches and specific interventions, to support individual children. This helps support children's progress and development.

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Inclusion Expected standard

Typically, the support that leaders and staff provide reduces barriers to children's learning and wellbeing so that they are able to make steady progress from their starting points. Leaders allocate additional funding appropriately, such as by purchasing additional resources with children's needs and interests in mind. This helps ensure that children can learn effectively. Staff work well together, using their knowledge and experience to promote inclusion for all children.

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Leadership and governance Expected standard

Leaders are reflective and have identified relevant areas for improvement, such as enabling staff to further plan their own activities suited to children's individual needs. However, they do not consistently provide children with effective teaching and interactions to sustain high- quality provision for all children across the curriculum. Staff turnover is low, and staff say that they feel valued and typically well supported in their roles. Leaders are conscious of staff workload and wellbeing due to regular discussion. However, the arrangements for staff supervision do not yet support staff to achieve consistently high-quality teaching. Leaders and staff complete appropriate training to support their professional learning, which helps them carry out their roles. This is not yet precisely focused enough to improve the quality of teaching to the highest level.

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Leadership and governance Expected standard

Those responsible for leadership and governance place children's best interests at the heart of decisions, to help ensure that children are safe and supported. Leaders work closely with parents and carers to support and promote children's attendance. Leaders have a solid understanding of how to use and track additional funding to support children's individual needs, for those children in receipt of this. For example, they provide additional resources or experiences, which helps to reduce any barriers to learning.

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Leadership and governance Expected standard

Parents talk highly about the setting. They place great value on the strong relationships between staff, children and families, as well as regular, open and honest communication. This helps support children's education and care.

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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 are warmly welcomed by staff and typically arrive at the setting eager to learn. The environment is engaging and well resourced, which generally helps children settle well. Any children who show signs of being unsettled are supported by staff effectively so that they settle quickly. The location of the setting provides rich outdoor opportunities for children to learn about and enjoy the natural environment around them. Children interact positively with their peers and staff. They show through their behaviour and interactions that they have close attachments with their key person, which contributes to a sense of belonging, in addition to helping children feel safe.

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

Children's wellbeing is a priority and staff are open in their communication with parents and carers, which is valued. Staff know children well and plan activities based on their interests, making use of the unique natural environment around them. For example, children engage positively in an autumn activity and decide on the materials they want to use, such as coloured dough. This enables children to recreate meaningful experiences, as well as developing their social skills around others. Children enjoy being at the setting and generally show a positive attitude to their learning.

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

Typically, children achieve well and make steady progress in being independent, as well as in their physical and emotional development, due to the opportunities provided through the curriculum. Children develop their balance, strength and physical motor skills through a variety of activities and resources, such as the wobble bridge, tricycles and creative arts. Children are supported to develop their communication, language, and early mathematical concepts such as size and space, which helps prepare them for school. Staff effectively

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: The Millington Road Nursery School Trust support children with special educational needs and/or disabilities and children who experience other barriers to their learning. Staff assess children's needs and progress accurately, helping them identify any gaps in learning. As a result, children make progress over time from their individual starting points.

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Next steps

Leaders should continue to implement the curriculum so that it is of a consistently high quality, to ensure that highly effective teaching and interactions with children are embedded. Leaders should use staff supervisions more effectively, so they can provide precisely matched learning opportunities linked to priorities for improvement and ensure consistently high-quality teaching for children.

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About this inspection

The inspector spoke with trustees, leaders, practitioners and parents 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. Register(s): EYR, CCR

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:15 - 16:30

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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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