Bright Horizons Eddington Nursery

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About Bright Horizons Eddington Nursery

Name Bright Horizons Eddington Nursery
Ofsted Inspections
Address Eddington Nursery, Eddington Avenue, Cambridge, Cambridgeshire, CB3 1AA
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 arrive confidently and smile broadly as enthusiastic staff greet and welcome them to the nursery. They separate confidently from their parents and show that they feel safe and secure. Children settle well at their chosen activity.

Children's choice is prioritised throughout the nursery. For example, staff seek children's consent before changing nappies or helping with intimate care routines.Babies have plenty of space and time to explore and develop their physical skills.

They practise pulling themselves up to stand and play, enjoying the encouragement from staff. When ready, babies start to take steps and sho...w their immense satisfaction for their achievements, sharing wide smiles with staff. Babies are confident to seek reassurance when they feel upset.

They are quickly soothed by caring staff, who understand their individual needs well.Older children engage well in purposeful play, and they seek out their friends to share their experiences. They are confident talkers who are curious about the world.

Children help to check the outdoor space to ensure that it is safe for their friends. They share what they know about firefighters as they create pictures of fires. Children pretend to be firefighters who extinguish the fires and rescue 'stranded animals' from the trees.

They fully understand the fire evacuation procedure in the nursery.

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

Leaders establish a clear curriculum that helps children to build on what they know and can do. The curriculum is carefully sequenced to enable children to securely embed the knowledge and skills they acquire.

Leaders regularly review children's progress with staff. This helps to ensure that any emerging gaps in children's learning are quickly addressed, and targeted support is put in place.Staff know children well.

They plan effectively to promote children's learning, taking account of their emerging interests. For example, when children share what they know about planets and the universe, staff provide learning experiences to build their knowledge further. Children choose how to create an imaginary planet and discuss with staff the atmosphere on their planet and what is needed for trees to grow.

Staff promote healthy lifestyles with children well. Children eat well, and they enjoy the nutritionally balanced and varied menu on offer. Food is prepared from scratch each day.

The on-site chefs have strict protocols in place to ensure that children's dietary requirements are not compromised. Staff supervise snack and mealtimes well. They provide children with a relaxed and social environment.

Children learn to serve their food. They choose what and how much they eat.Parents are positive about the nursery and the staff.

They state that they are well informed about their child's day and progress in learning. Parents appreciate the different ways in which staff share information with them. They acknowledge the changes made to nursery routines to help keep children and staff safe during the COVID-19 pandemic.

The manager has only recently been appointed to the nursery. She is ambitious for children and staff to achieve their potential. Staff receive regular support and training to help them to develop their practice.

They state that they feel their well-being is well supported and their workloads are manageable. Although there have been some recent changes in staffing, the manager has ensured consistency for children in the key-person arrangements.A large number of children speak English as an additional language.

Overall, staff support children's communication and language development well. However, not all staff understand and promote with parents the benefits for children to use their home language at nursery as well as at home.Staff talk to children throughout the day.

They sing songs and read stories. Staff know this is important to support children's language and literacy development. However, some staff are less ambitious with the language they use and do not always help children to understand and develop a rich and varied vocabulary.

Children behave well. Staff help children to learn how to take turns from the start. Younger children have plenty of toys and resources to support their understanding of taking turns.

This skill is well embedded by the time children reach pre-school. They confidently express their wishes and use sand timers to help to regulate taking turns independently.


The arrangements for safeguarding are effective.

Leaders ensure that staff receive regular training and updates about child protection and safeguarding matters. Staff confidently fulfil their responsibilities to keep children safe. They know the possible indicators of child abuse and neglect.

They know what to do should they have any concerns about a child's welfare. Staff understand wider safeguarding issues, such as the risk to children of extremism and county lines. Leaders follow robust recruitment and induction processes that help to ensure the suitability of adults working with children.

Staff ensure that the premises are safe for children. For example, they promptly mop up water and sand spillages.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: build staff's understanding further of how to support children who speak English as an additional language nenhance staff's understanding and practice of how to help children to develop a wide and varied vocabulary.

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