Flitwick Day Nursery

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About Flitwick Day Nursery

Name Flitwick Day Nursery
Ofsted Inspections
Address 20 Steppingley Road, Flitwick, Bedford, MK45 1AJ
Phase Childcare on Non-Domestic Premises, Full day care
Gender Mixed
Local Authority CentralBedfordshire
Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children enjoy attending the nursery.

They respond positively to the welcoming environment and develop their inquisitiveness as they explore the resources. Staff value each child's individuality and demonstrate their genuine interest in the children and their desire to help them develop and achieve. Staff are sensitive to the possible effects of the COVID-19 (coronavirus) pandemic on children and families.

They maintained contact with families during each national lockdown, working hard to understand children's experiences, interests and activities during these times. They then ensured that that their resources and dis...cussions reflected these, helping children to feel secure and settled on their return.Children participate in many activities that help develop their physical skills.

For example, babies develop coordination and use their large muscles as they walk over a small bridge, holding on to a railing. This supports their early experiences of keeping themselves safe. Children demonstrate positive attitudes and become immersed in their play.

For example, children playing outside mix paint colours and try these out on paper. They work together, noticing how the sun shines through the paper, and experiment by making handprints. Children are kind and considerate towards others.

They share toys and are learning to resolve minor disputes.

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

Managers have an accurate view of the quality of the nursery. The manager gives feedback to staff about their practice after completing regular observations.

This has helped raise the standard of interactions. All staff show a commitment to sustaining improvements.Staff understand what children need to learn next and incorporate this into the planning.

They review activities to check what children have learned and build on this. For example, a staff member reading to children knows their next steps and encourages them to make up a story. They take turns to develop the story and are proud of the finished book.

This sensitive interaction builds children's confidence and the skills that support their learning.The manager has secure procedures to monitor children's progress and quickly notes any child at risk of falling behind. She supports staff in promoting each child's development.

Staff tailor their support to suit children, particularly those who have special educational needs and/or disabilities, so that all make good progress.Children gain practical skills that aid their learning. They share ideas, work together and handle resources carefully.

For example, they pretend to make tea using a china teapot. They invite others to join them and discuss how to extend their game.Thoughtful practices help children understand their community and the needs of others.

For example, they help put together resources to make time capsules. Local families then collect these from outside the nursery.Children show an interest in mathematics and are gaining a good early understanding of this.

Older children count accurately and confidently compare size and shape, for example as they play with ice cubes.Children are developing good communication skills. Staff sing to babies and the babies express themselves with gestures, such as pointing.

Staff talk clearly and use opportunities to extend children's vocabulary. Older children playing with sand talk about making 'blueberry powder' and the shapes of birthday cakes, describing a semi-circle and a tyrannosaurus rex cake.Parents say they are very happy with the nursery and appreciate the good communication.

They understand what their children are doing at nursery and feel supported in building on this at home. For example, they help children plant seeds and make sock puppets using resources provided by the nursery.The routines for older children during periods of transition, such as lunchtime, are not always well organised.

At this time, children become restless and the noise levels rise. This makes it harder for children to listen and engage.Additional funding, such as early years pupil premium, is used well to support children's needs.

For example, staff purchase and play games to help children learn how to listen and take turns.


The arrangements for safeguarding are effective.Managers and staff demonstrate a good knowledge of safeguarding.

They understand how to identify and report any concerns about children's welfare. Staff work well with statutory agencies to ensure that children's welfare is promoted and their care is consistent. They understand the risks posed to children by exposure to extreme views or practices.

Robust recruitment procedures ensure that staff are suitable to work with children. Staff take effective action to protect children from potential risks posed by use of the internet.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: support staff to better manage older children's needs during periods of transition, such as mealtimes.

Also at this postcode
Sporty Scholars Ltd @ Flitwick Templefield Lower School

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