Romsey Mill Pre-school (Hemingford Road)

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About Romsey Mill Pre-school (Hemingford Road)

Name Romsey Mill Pre-school (Hemingford Road)
Ofsted Inspections
Address Hemingford Road, Cambridge, Cambridgeshire, CB1 3BZ
Phase Childcare on Non-Domestic Premises, Sessional 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 and parents receive a warm welcome on arrival. Staff are nurturing and kind. This helps children to feel valued and secure.

Staff make sure they get to know the children and their families well from the first day they start. Children have extended time to settle, and staff support each child's individual needs. Children show that they are happy as they explore the setting and become engaged in activities.

They investigate how to fasten together the train carriages as they play with the train set. Through trial and error, children manage to connect the carriages together and complete a circuit of the track. Chi...ldren learn to play alongside their friends.

When they struggle to get along, staff help them to understand how their friends might feel. For example, staff talk to children about having 'kind hands'. Children manage their personal hygiene needs well for their age.

They have a good understanding of healthy routines, as they practise washing their own hands. Children are growing in independence as they use forks to pick up fruit during snack time. They have free access to their own water bottles and choose between water and milk at snack time.

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

Staff plan suitable activities that are exciting and interesting and support children's interests. For example, children dig the sand and plant flowers in the mud. However, staff do not consistently support children to explore the environment and resources in their own way, to extend and enrich their learning.

Children enjoy healthy snacks and sitting with their friends during snack time. Staff sit with children to model good table manners.Leaders share their vision of the setting with all staff.

They focus on the community and providing different experiences and opportunities to raise children's awareness of the world around them. For example, they celebrate festivals that are meaningful to them.Staff support children with special educational needs and/or disabilities and those who speak English as an additional language well.

For example, while children settle, staff gather familiar words and phrases in children's home language. As a result, children make good progress given their starting points.Staff support children's communication and language development well.

Children laugh in delight as they sing familiar songs, while cuddling 'Romsey' bear. Staff narrate their play and speak clearly for all children to understand. They introduce new words, such as 'cut, push' and 'pressure', while cutting the wooden fruit.

Children benefit from many opportunities to develop their physical skills. They use their large muscles as they jump off wooden logs and roll large hoops across the hall. Children develop their coordination and core strength as they climb up the steps of the climbing frame.

They gain good control as they balance and move their bodies in different ways.Children use numbers spontaneously in their play. They learn early mathematical concepts, such as when they take away monkeys in their favourite counting song.

Parents talk very positively about the support staff offer them and their children. There is a strong community spirit between parents and staff. Parents are extremely eager to share their comments about the setting, and they particularly compliment the 'family vibe'.

They comment on how well their children have settled.Staff work well together as a team. The manager values the staff team and provides effective support, ensuring staff have regular opportunities for training.

However, the leadership team have not sought further ways to help all staff develop a deep knowledge of teaching and learning that consistently supports children in purposeful play.


The arrangements for safeguarding are effective.All staff have a good understanding of their responsibility to safeguard children, which includes whistle-blowing.

They recognise the signs and symptoms that might indicate a child is at risk from harm or abuse. Staff receive regular safeguarding training, including the 'Prevent' duty. They know the procedures to follow if they have any concerns regarding a child's welfare.

The management team has robust recruitment procedures in place and completes ongoing checks to ensure the suitability of staff. Staff use risk assessments and daily checks to make sure that the environment is free from hazards and children's safety remains a high priority.

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 act on opportunities to extend children's learning to the highest levels, while allowing children to use their imagination and explore their own play and learning ideas build on the already good practice and seek further ways to help all staff provide high-quality teaching to consistently support the play and learning experiences for children.

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