Culham Science Centre Nursery and Preschool

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About Culham Science Centre Nursery and Preschool

Name Culham Science Centre Nursery and Preschool
Ofsted Inspections
Address Culham Science Centre, Abingdon, Oxfordshire, OX14 3GY
Phase Childcare on Non-Domestic Premises
Gender Mixed
Local Authority Oxfordshire
Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children of all ages experience a broad curriculum and move freely as they explore their environment. They show they feel safe and happy in the nursery.

Babies enjoy messy play with dough and paint, and start to pull themselves up to stand. Older children relish their time outdoors. They negotiate space as they use tricycles and swings.

They ask for help if they need it and develop good independence and social skills. Staff plan interesting activities, that follow the children's interests and build on their prior knowledge and skills. For example, younger children are supported to develop their physical skills, confide...nce and to interact more with their peers.

Staff working with older children build on this learning, as they help children to learn and manage their behaviour by using their words. Children benefit from clear boundaries and their behaviour is positive. Staff build and develop positive relationships with all the children.

Staff are attentive and caring in their approach. This particularly supports babies and those children who have moved to new rooms, to feel safe and secure in the nursery. Overall, children's communication and language development is supported well by staff offering a language-rich environment.

Through sharing favourite songs and stories, children learn through the repetition of these and join in with familiar words. Staff support all children, including children with special educational needs and/or disabilities, to make good progress in their learning.

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

Leaders demonstrate passion and a clear vision.

They provide staff with effective supervision and regular observations of their practice. This helps to identify any opportunities for training for their professional development. All staff say they enjoy their role and feel supported.

Apprentices feel well supported and guided as they complete their qualification. New staff receive a thorough induction. There is a culture to evaluate and share new ideas.

The curriculum is designed to build on what children know and can do. Staff provide a broad curriculum that supports children's interests. They deliver activities to support children with what they have planned for them to learn.

However, on occasions, staff do not fully consider during play and activities enough stretch and challenge for the most-able children.Children are beginning to manage their own feelings and behaviour. Staff are consistent in behaviour management strategies.

For example, when children have small disagreements expected for their age and stage, staff gently remind children of kind hands or walking feet. This helps children to learn how their action can impact on others and develop a sense of right and wrong.Staff understand the importance of supporting children's language and communication skills.

They teach children concepts, such as 'length', as they make comparisons. Staff repeat back children's sentences to clarify their meaning. However, at times, some staff do not engage in purposeful discussions and pick up on opportunities during day-to-day activities to develop children's wider skills, such as supporting children in making predictions and offering their own ideas.

Children enjoy fresh air as they spend plenty of time outdoors. They use chalks to make marks on the ground, and thoroughly enjoy their imaginative play as they pretend to build a castle with a range of resources.Staff promote children's good health and independence well.

Children enjoy nutritious meals and snacks. They brush their teeth and know to wash their hands before mealtimes. Even the younger children know the routines well.

They respond well when it is time to prepare for lunch and help to tidy their environment. Children learn self-care skills, such as developing the confidence of pouring their own drinks and dressing themselves.The special educational needs coordinator is knowledgeable about her role.

Professional relationships have been established with outside agencies to ensure early intervention and support is in place to help children achieve their potential.Parents speak highly of the nursery and communication is well established. Staff work closely with parents to gather clear information from the outset to ensure that they understand the children's individual needs and interests.

Staff identify and share special moments with parents, which enables them to continue to support their children's learning at home.


The arrangements for safeguarding are effective.Managers and staff have a secure knowledge of how to keep children safe.

They fully understand their responsibilities to ensure children's welfare. Staff are confident in the procedures to follow should they have a concern regarding a child's well-being. In addition, staff demonstrate a clear understanding and importance of the whistle-blowing procedure.

Robust recruitment and induction procedures ensure that children are cared for by staff who are suitable for their roles. Appropriate risk assessments of the premises and environment ensure that they are safe for children.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: build on the already good practice to further enhance the quality of all staff interactions and teaching develop the way staff differentiate activities to provide further challenge to the most-able children.

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