Spring - RAF Wyton

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About Spring - RAF Wyton

Name Spring - RAF Wyton
Ofsted Inspections
Address Bennett Childcare Centre, Wiltshire Road, Huntingdon, PE28 2EX
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 benefit from a well-designed curriculum that helps them build on what they know and can do over time. Staff take time to get to know children and their families when they start. Children build strong bonds with staff.

They show through their body language and engagement that they feel safe, secure and ready to learn. Children are happy and well settled. They know what to expect as they become familiar with the nursery's routines.

Staff act as good role models for children, consistently using good manners and seeking children's consent to change their nappies. Children are supported well by staff to learn about... their emotions and how their behaviour may affect others. They learn to share and take turns, recognising each other's right to play.

Staff plan well to help children build good communication and language skills. They tailor their interaction to each child to help them gain increasing understanding and confidence. Building on back-and-forth interactions with babies, staff help children to build a good vocabulary and encourage them to express their ideas and thoughts.

Children repeat words and phrases when they listen to stories. They confidently share with staff what they did on holiday or at the weekend.

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

Leaders use their professional knowledge of typical child development well to establish an effective curriculum.

Staff are well trained to deliver the curriculum and support children to gain the key skills and knowledge they need for life and the next stage in their education.Leaders check staff practice effectively. This helps them to identify and prioritise areas to improve.

Staff state that they feel supported to fulfil their roles and seek ways to improve further. They receive training and coaching to help them develop their practice and are supported to gain relevant professional qualifications. Staff work well together as a team.

Parents are very positive about the care and education that their children receive. They state that they receive information about their child's day and how they can support ongoing learning at home. Parents comment that their children enjoy coming to nursery.

Children with special educational needs and/or disabilities receive good care and tailored support to meet their individual needs. Staff work closely with parents and other professionals to provide appropriate challenge that helps children to make good progress.Staff review children's progress regularly and plan effectively for what children need to learn next.

They promptly identify if children are at risk of falling behind their peers and provide targeted support to help them catch up. Leaders make effective use of any additional funding, such as providing role-play resources to help prepare children for different life events.Children are keen to do things for themselves.

Staff encourage children to 'have a go' and provide opportunities for children to practise new skills. This helps children to gain independence in their self-care routines, such as managing their toileting needs and using cutlery successfully at mealtimes. Children practise pouring water into different containers and from different heights.

This helps to develop their hand-to-eye coordination in readiness for practising their early writing skills.Staff help children to develop healthy lifestyles. Children eat well, enjoying the varied and nutritional range of meals and snacks that the nursery provides.

They learn about their bodies as they join in with different energetic games. Children listen to staff to follow the actions in games that teach children positional language as well as names for their body parts. For example, children place their hands on their hips and sway to the right and left, then touch their elbows.

Sometimes, in the pre-school room, transitions between routines and activities are not managed well. Children do not always know what comes next. At times, some children wander and do not engage in purposeful activity.

They do not always benefit from purposeful interaction or direction by staff to help them make the most of the educational opportunities available to them.


The arrangements for safeguarding are effective.Leaders have established a strong culture around safeguarding.

Staff prioritise children's safety and welfare. They attend regular training about child protection and receive regular updates about changes and local safeguarding issues. Staff know what to do should they have any concerns about a child or an adult working with children.

Leaders follow robust recruitment procedures that help to assure the suitability of adults working with children. Leaders review attendance, medical and accident records regularly to help identify any emerging patterns that may indicate a child is at risk.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: support staff in the pre-school room to consistently maintain the quality of interaction and engagement with children throughout the day.

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