Child First Bicester

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About Child First Bicester

Name Child First Bicester
Ofsted Inspections
Address 32 Launton Road, Bicester, Oxfordshire, OX26 6PY
Phase Childcare on Non-Domestic Premises, Full day care
Gender Mixed
Local Authority Oxfordshire
Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Since the last inspection, the manager has developed and embedded the curriculum. As a result, there are clear intentions for what children need to learn, and staff know how to deliver the curriculum effectively.

There is a productive atmosphere within the nursery, and children engage in meaningful experiences that help them to grow into enthusiastic learners. For example, children test out their physical skills when they learn outdoors. Older children explore different equipment with confidence and determination.

Children in the baby room experience excellent care and learning. Staff have undertaken extensive training... to learn about the impact of prematurity and birth experiences on young children's development. As a result, they are acutely aware of each child's individual needs.

Staff adjust expectations for children's development according to their prematurity. They appreciate children's and family relationships and emotions and use this knowledge to tailor settling-in arrangements for children. This ensures that children and parents are confident during this first period of prolonged separation from each other.

These firm foundations equip children well with positive attitudes towards learning and for eventually moving on to school. All children do well at the nursery and make good progress in their development. Children behave well and play together respectfully and happily.

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

The inspirational manager and deputy manager have shaped their knowledge of how children learn best through their extensive experience and training. The manager has visited international centres, and she uses her learning from different perspectives on early education to shape the nursery's ethos and the intent of the curriculum. Staff encourage children to be independent, able to assess risks and enjoy the numerous benefits of learning outdoors.

Children in the baby room experience sensitive and considerate care that is matched to their home routines. All staff talk with children, use simple sign language and actively encourage children to expand on their vocabularies. Staff repeat young children's attempts at talking, maintain eye contact and praise children.

This boosts children's confidence in talking.When introducing older children to early writing and spelling out the letters of their names, staff do not consistently sound out letters and alternate between letter names and sounds. At times, this is confusing for children.

Furthermore, opportunities for children to practise writing letters are occasionally limited by the resources that staff provide for this.Children with special educational needs and/or disabilities and children with long-term medical needs make very good progress at the nursery. Staff are proactive in working with other professionals and accessing further training, They are highly motivated to work collaboratively with parents.

There are comprehensive and effective plans in place to support children. These are known and understood by all staff, and they show genuine care for children.Key-person relationships are very effective.

When children are unsettled, staff comfort and reassure them. They show children photographs of family members and offer children comfort as they talk about their families. Interactions are kind and gentle, and children build strong relationships with the adults who care for them.

This contributes to their sense of security and safety at the nursery.Parents discuss how well staff get to know their families and celebrate what makes them unique and special. This means that all families feel welcome and included at the nursery.

In turn, this boosts children's awareness of the diverse world they grow up in.There have been extensive improvements since the last inspection. This includes reshaping and developing the curriculum, increasing the effectiveness of communication with parents and expanding on staff skills.

However, the manager has not yet reviewed the effectiveness of the curriculum and its implementation to ensure they can sustain children's high-quality care and education.Parents are very positive about the care and education that their children receive. They know their child's key person and have regular opportunities to discuss and share information with them.

This is effective in enabling parents to understand what children are learning and know how they can support children's good development at home.Staff are incredibly happy in their work. All feel they receive excellent, nurturing support that enables them to develop both personally and professionally.


The arrangements for safeguarding are effective.There is an open and positive culture around safeguarding that puts children's interests first.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nenhance older children's literacy skills, expanding on the opportunities for them to develop and test out their early attempts at writing review and further strengthen the curriculum, identifying what works well for children and any areas for development, to confirm the curriculum remains highly effective in helping to make the best possible progress.

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