University of West Cambridge Day Nursery

What is it like to attend this early years setting?

Children thrive in the well-run nursery. They freely move around to explore, experiment and investigate with the wide range of resources both inside their group rooms and gardens. Staff expertly use their knowledge about the children they care for to ensure resources that reflect children's interests are readily available. In addition, staff add further items to help support even more learning experiences. Children enthusiastically recall the facts and information they already know before staff encourage them to think more deeply, contributing to expanding their knowledge and understanding even further. For example, staff ask children to recall the types of bees found in a hive. Children confidently identify the bees before staff ask them to explain how a new queen bee develops. Staff add new words to children's vocabulary, such as 'colony', helping to strengthen children's knowledge about bees. Children look at reference books to help them find new information and listen to the clear explanations staff give them. This is reflected in the rapid progress children make in their learning.

Children are inquisitive and eager to learn. Through the carefully structured and well-sequenced curriculum, staff support children to begin to recognise and manage their emotions and behaviours. Very young children begin to take turns through simple games and activities with staff. Older children know they can find resources, such as sand timers, to help them take responsibility for sharing and equity during their play. Staff are on hand to give gentle reminders and to help children to regulate their behaviours when they struggle. As a result, children learn in a harmonious and happy environment.

What does the early years setting do well and what does it need to do better?

• Staff plan an inviting environment for children to explore. They carefully consider how their plans support children's excellent progression. Babies have plenty of space to crawl and stretch. They pull themselves to standing at the low furniture, determined to see what they can find. While they stand, they purposefully feel the textures and objects placed in trays and listen to the sounds they produce. As a result, babies strengthen their muscles throughout their bodies in preparation for their next stage of physical development. Older children follow their love of books and choose shady areas of the garden to listen to stories and browse through the pages. Meanwhile, others hammer nails into soft wood. Staff help children manage age-appropriate risks for themselves. They explain how, for example, wearing a high-visibility jacket and safety goggles contributes to their safety.
• Staff ensure that all children have access to the wide variety of resources and experiences to help support their emotional, communication and personal development. For example, children who have a preference for visual support to aid understanding benefit from sharing books about their families, visual timetables and simple signs. Other children prefer to listen to recordings made by their parents to help offer reassurance and a sense of belonging. This contributes to the ethos of inclusion to help each child feel valued.
• Children enjoy and continue to learn during their mealtimes. They make choices about when they would like to eat, enabling them to find a natural end in their play and learning before they wash their hands and sit down. Staff support them to serve the nutritious food. They talk to children about the types of food they are eating, highlighting how they help to keep their teeth, bones and muscles healthy. Children routinely choose the tools they would like to eat with, which may differ from those they see and use at home. For example, some children select chopsticks while others decide to eat their rice with a fork. Staff do not rush children, helping to make mealtimes relaxed and sociable experiences.
• All groups of children, including those who speak English as an additional language and children with special educational needs and/or disabilities, make the very best progress in their learning and development. Staff expertly use their knowledge of individual children to ensure the experiences they have accurately reflect what they need to know and understand next. Staff communicate well together, and with parents and other professionals who may also support children. This helps to ensure the best ways to teach and support children are shared, contributing to the strong promotion of continuity for children, and offering stability and security.
• Providers have very high expectations of staff. There is a strong emphasis around continued professional development, supporting all staff to progress in their careers. Providers monitor staff performance and actively seek professional research and accreditation to drive the consistently high standards even further. Staff feel valued and able to contribute to supporting each other as part of the strong team. Their enthusiasm is reflected back to them through the highly motivated children.
• Partnerships with parents are very strong. From the outset of joining the nursery, staff involve parents in the transitions babies and children make, including daily routines and developmental milestones. Staff share information through a variety of ways, including an interactive secure electronic app, newsletters, face-to-face conversations and dedicated meetings. Parents are welcomed into the nursery to share their professional and cultural experiences with children. This contributes to the awe and wonder children are introduced to in memorable and exciting ways. This is further enhanced through a wide variety of outings children go on with staff.