Bluebell Day Care Ltd

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About Bluebell Day Care Ltd

Name Bluebell Day Care Ltd
Ofsted Inspections
Address Bluebell Day Nursery, Caxton End, Eltisley, St. Neots, Cambridgeshire, PE19 6TL
Phase Childcare on Non-Domestic Premises, Full day care
Gender Mixed
Local Authority Cambridgeshire
Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are happy and settle quickly.

They confidently greet staff and choose from a good range of toys and resources. Children show that they feel safe and secure. They enjoy talking to staff and invite them to join in with their play.

Children put on dinosaur costumes. They thoroughly enjoy roaring and stomping around as they pretend to be dinosaurs.Children gain good independence skills.

Staff encourage them to serve their food at mealtimes, teaching them about healthy food choices and appropriate portion sizes. Older children confidently attend to their toilet needs. They develop good hygiene routines and... know when to wash their hands, for example after using the toilet and before eating.

Younger children and babies' intimate care routines are sensitively met.Children listen to staff and follow simple instructions. Staff give children clear explanations that help them understand the rules of the nursery.

For example, staff encourage children to run around outside and explain why they should run in one direction around the climbing frame. This helps children to learn about how to keep themselves and their friends safe. Children behave well.

They are keen to have a go and try new things, showing positive attitudes to learning.

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

Leaders are committed to providing a friendly and secure environment where children thrive. They value their staff team.

Leaders encourage staff to gain professional qualifications and attend training to help develop their knowledge and skills further. Staff benefit from regular supervision meetings with the manager. They understand their roles and responsibilities and state that they are well supported to sustain a good work-life balance.

Staff know children well and how to support their learning and development. They provide purposeful activities that reflect children's emerging interests and help them to build on what they already know. Staff ask questions that help children think and develop their imaginations.

For instance, children identify simple shapes that they use to create pictures of cars.Literacy is well promoted throughout the nursery. Children frequently choose books and ask staff to read to them.

Staff read with good expression that holds children's attention. They ask children questions about the story. Children recall favourite stories confidently, anticipating words and phrases.

They join in confidently with songs and rhymes that staff sing spontaneously as they play. Children have good opportunities to make marks and draw. For example, they make footprints in the sand, and older children are beginning to write their names.

Children have good opportunities to build their physical skills. Staff working with babies ensure they have plenty of space to crawl, stand and step, both inside and outside. Children learn what their bodies can do as they climb, run, jump and dance.

Staff talk to children about staying safe and ensuring they have enough space to not bump into their friends.Staff act as good role models. They give children clear and consistent messages that help them to understand what is expected.

Children show respect and kindness towards each other. They are interested and motivated to have a go.Children receive lots of praise and encouragement.

This motivates them to keep trying and helps them build good levels of self-esteem. Children are confident to share what they know.Overall, staff work well in partnership with parents, who are complimentary about the nursery.

Parents state that their children are happy and enjoy coming to nursery. They state that staff share regular information about their child's progress in learning. However, staff do not consistently offer parents ideas or suggestions to support their child's individual learning and development at home.

On occasions, staff do not consider the impact of distractions on children's concentration and learning skills. For instance, during the inspection, staff played background music loudly. At one point, music was playing loudly from two different sources, creating a noisy environment.

This resulted in staff talking in loud tones and showing difficulty in hearing what children had to say.


The arrangements for safeguarding are effective.Staff receive regular training about safeguarding and child protection.

They know the possible indicators that a child is being abused and what to do should they have any concerns about a child's welfare. Staff have a good knowledge of wider safeguarding issues. Leaders follow robust recruitment processes that help to assure the suitability of adults working with children.

Staff are vigilant to potential hazards to children's safety. The premises are safe and secure.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nenhance the good partnership with parents further so that all parents consistently receive ideas and suggestions to support their child's individual next steps in learning at home reduce distractions that may affect children's concentration and hinder their listening and communication skills.

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