Meadow View Farm Day Nursery Ltd

Meadow View Farm Day Nursery Ltd
Unique reference number (URN): 2801109
Address: The Research Hub, Fenside Road, Warboys, Huntingdon, Cambridgeshire, PE28 2XR
Type: Childcare on non-domestic premises
Registered with Ofsted: 21/08/2024
Registers: EYR, CCR, VCR
Registered person: Meadow View Farm Day Nursery Ltd
Inspection report: 15 September 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement
Safeguarding standards met
The safeguarding standards are met. This means that leaders and/or those responsible for
governance and oversight fulfil their specific responsibilities and have established an open
culture in which safeguarding is everyone's responsibility and concerns are actively
identified, acted upon and managed. As a result, children are made safer and feel safe.
How we evaluate safeguarding
When we inspect settings for safeguarding, they can have the following outcomes:
Met: The setting has an open and positive culture of safeguarding.
Not met: The setting has not created an open and positive culture of safeguarding. Not all
legal requirements are met.

Expected standard
Achievement Expected standard
All children, including those who face barriers to their learning and/or wellbeing, make
steady progress from their starting points. Children become confident communicators and
show an understanding of what is said. For instance, they follow instructions and begin to
use descriptive language as they compare the different shapes, colour and sizes of
vegetables. Babies learn turn-taking in conversation as they engage in peek-a-boo and
repeat words they hear. Children count and understand quantity as they compare space and
measure in play. Children regularly choose books to share with their friends. They discuss
the illustrations, identifying their favourite characters and join in with reading as they recall
the repeated refrains. Children follow instructions and learn how to manage their emotions
to help them to share and take turns in their play. They gain increasing control as they
master tools, such as scissors and knives. Overall, children gain the skills and knowledge
they need to support the next stage in their education.
Behaviour, attitudes and establishing routines Expected standard
Leaders set clear expectations for behaviour, which staff share consistently with children.
They are positive role models and encourage children to behave well through praise for their
kind acts. Children are polite; they say 'please' and 'thank you' when making requests. They
demonstrate care towards their friends and share resources. Staff are calm in their
approach and use simple explanations and strategies to help children resolve conflicts. This
helps children understand what to do when they feel frustrated and promotes their
understanding of turn-taking. Typically, staff adapt their approach to ensure that all children
are supported in ways that reflect their age and level of understanding. Children
demonstrate confidence as they settle into daily routines. Staff use visual timetables to help
all children understand what is happening next. Children help staff to tidy toys in preparation
for transitions into mealtimes and demonstrate care towards resources and equipment.
Leaders actively monitor and promote regular attendance. This supports children and
families to establish positive routines and habits, helping to prepare them for the
expectations of school. Generally, children show positive attitudes to learning, joining
activities with enthusiasm. They talk about their activities and show curiosity as they explore
new ideas. For instance, they observe the changes to texture as they combine water and
soil. Children cooperate during group times, taking turns to choose songs and stories.
However, during independent play, older children sometimes demonstrate limited
engagement. Staff do not always promote their focus and engagement at the highest level.
Children's welfare and wellbeing Expected standard
Leaders place children's welfare and wellbeing at the centre of their work. They create a
culture where children feel safe, valued and understood. Babies enjoy close interactions
with responsive staff. This helps them to settle quickly because they feel secure with familiar
adults. Staff work closely with parents to understand babies' care routines and weaning
requirements to provide continuity in their care. Parents speak highly of the provision. They

value the care and consideration given to ensure that transitions into and through the setting
are seamless. Children facing barriers to their learning receive additional guidance from
their key person. Staff develop children's emotional understanding through stories and
discussions about feelings. Toddlers and older children build trusting relationships with staff.
They show confidence as they explore the environment and engage in play.
Children receive effective care practices that support their physical and emotional needs
well. Safety when eating is a priority. Staff check allergies carefully and sit close to children
to ensure that they are well supervised when eating. Babies and children rest safely
because sleeping arrangements are understood and embedded into practice. Overall,
leaders and staff recognise the value in promoting children's independence. Throughout the
day, children help to prepare and serve snacks, and they pour their drinks and learn to use
cutlery at mealtimes. From a young age, children are encouraged to practise their self-help
skills as they dress for outdoor play and wash their hands for mealtimes. Staff promote
children's good health through lots of physical activity and discussions about the value of
healthy food choices.
Curriculum and teaching Expected standard
Leaders set a clear curriculum that covers all aspects of children's learning and
development. They know what skills and knowledge they want all children to have secured
before they move on to school. Leaders have planned an ambitious curriculum that is
typically taught well. Generally, staff understand what they want children to learn. They plan
purposeful activities that link to children's interests, for example bathing baby dolls and
engaging in water play. Some minor inconsistencies in curriculum delivery mean that staff do
not yet consistently provide high-quality interactions throughout the day.
Staff support communication and early language generally well. For example, they model
language through songs and stories and comment on children's actions. Staff promote
children's language and thinking through questioning and discussion. However, staff do not
yet consistently provide older children with opportunities to pause, think and respond to
extend conversations further. Staff support turn-taking and introduce strategies, such as
visual aids, for those that require additional support to promote their understanding of
sharing. Staff support children's problem-solving and encourage children to keep trying
when they find tasks tricky. They break tasks into smaller steps to help all children achieve
their goals. Staff help children to build early mathematical understanding, for example, by
counting number rhymes, comparing sizes of vegetables and introducing volume and weight
as children play with water.
There is a strong focus on outdoor learning, and children benefit from a wealth of high-
quality physical play. Staff support children to develop their large muscles and coordination
skills through digging, climbing and balancing. Staff plan first-hand experiences, such as
growing vegetables and cooking, feeding lambs and hatching chicks. This helps to broaden
children's awareness of the world around them.
Inclusion Expected standard
Leaders have created a welcoming and inclusive environment, where all children and their
families feel valued. Children, including those facing a range of barriers to their learning and

wellbeing are supported. Leaders identify children's needs accurately to reduce these
barriers. They use additional funding effectively and monitor the impact of this provision to
ensure that children's needs continue to be met. For example, children in receipt of early
years pupil premium access tailored activities to promote their individual learning needs.
Overall, leaders work closely with staff, providing additional support and guidance. However,
there are some minor inconsistencies in some staff's delivery of targeted intervention. That
said, all children make steady progress from their starting points.
Staff work closely with parents from the start. They use information gained from them and
their observations and effective assessment to understand children's changing needs. Staff
share information with parents, including links to information, strategies and resources used
within the setting, to enable parents to mirror this at home.
Leaders carefully monitor children known to children's social care, maintaining detailed
records about children's circumstances. They work with other professionals, sharing
information when needed to ensure children's ongoing wellbeing. Staff recognise when
children require additional support with their emotional needs. They understand how to
adapt their teaching and routines to ensure that all children are supported and included.
Leadership and governance Expected standard
Leaders are passionate about the provision and improving outcomes for children. Leaders
have plans to extend the outdoor provision further and have additional training in place to
further develop staff's knowledge in this area. They show commitment to continuous
improvement to further enhance the quality of the provision. Leaders understand the
strengths of their provision and generally identify priorities to strengthen children's learning
experiences. Leaders regularly review practice through observations and use supervision
and staff meetings to guide improvement.
Leaders support staff's wellbeing effectively. Staff speak positively about their roles and
describe a positive culture where they feel valued and listened to. Workload is manageable
because leaders check in regularly and encourage open conversations. This helps to ensure
that staff feel supported, can raise concerns early and maintain a balanced workload. Staff
access training that builds their knowledge, particularly in matters relating to safeguarding
and paediatric first aid. However, recent changes to the staff team means professional
development is not yet consistently targeted to help all staff to enhance the quality of their
interactions.
Partnerships with parents are well embedded. Families speak highly of the setting and
describe personalised care and consistent communication. Leaders have experience of
working with external professionals to support children with special educational needs
and/or disabilities and those known to social care. They maintain links with outside services
and use these relationships to enhance support for children and to signpost families when
needed.

Compulsory Childcare Register requirements
This setting has met the requirements of the compulsory part of the Childcare Register.
How we check if a provider meets the requirements of the Compulsory Childcare
Register
When we check if settings meet the Compulsory Childcare Register requirements, they can
have the following outcomes:
Met
Not met
Voluntary Childcare Register requirements
This setting has met the requirements of the voluntary part of Childcare Register.
How we check if a provider meets the requirements of the Voluntary Childcare
Register
When we check if settings meet the Voluntary Childcare Register requirements, they can
have the following outcomes:
Met
Not met
What it's like to be a child at this setting
Children thrive in the welcoming and friendly atmosphere that staff create. They feel safe,
secure and behave well as they respond to clear boundaries and expectations. Children
learn to recognise and talk about their feelings. They develop an understanding of kindness
and sharing. Staff follow clear guidance for sleeping and eating to assure children's safety.
Children learn to recognise and manage risks as they explore the large outdoor area. For
example, they know to take care around cracks that have appeared in the paddock following
the hot summer.

Inspector:
Children demonstrate a secure sense of belonging. They build warm, trusting relationships
with their key person and each other. Those in need of additional reassurance, receive
support from their key person while they build their confidence. Staff work closely with
parents so that babies' care routines reflect those at home. This helps them to feel secure
from the start. Children's uniqueness is valued and celebrated. They learn about the
different languages spoken by their friends and take part in various cultural celebrations.
This helps children and their families to feel included and valued.
Children make independent choices in their play. They move freely between indoor and
outdoor environments. Children enjoy a well-planned outdoor area that promotes their
physical activity. For instance, children independently collect water to care for the vegetable
patch. They climb, run and balance. Those less certain receive a reassuring hand from staff.
They skilfully withdraw when appropriate to allow children to gain pride in their
achievements. Children develop resilience and learn to persist with challenges through the
encouragement staff provide. They develop a growing understanding of the natural world.
Children observe plants, chicks and livestock on the adjacent farm. They notice and discuss
the changes brought by seasons, taking pride in harvesting the vegetables they grow.
Children enjoy their time here and develop the skills they need for their next stage of
learning.
Next steps
Leaders should target staff's professional development to further enhance the quality of
interactions children receive to help them to become highly engaged in their learning.
Leaders should ensure that children are consistently given sufficient time and opportunity
to respond to questions, enabling them to think, articulate ideas and extend their
understanding.
Leaders should support all staff to consistently implement targeted interventions to help
all children make maximum progress in their learning.
About this inspection
The inspector spoke with leaders, practitioners, parents and children during the inspection.
We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the
quality and standards of provision that is registered on the Early Years Register. The
registered person must ensure that this provision complies with the statutory framework for
children's learning, development and care, known as the early years foundation stage.
A quality assurance visit by an additional inspector was carried out at this inspection.

Louise Harris
About this setting
Unique reference number (URN): 2801109
Address:
The Research Hub
Fenside Road, Warboys
Huntingdon
Cambridgeshire
PE28 2XR
Type: Childcare on non-domestic premises
Registration date: 21/08/2024
Registered person: Meadow View Farm Day Nursery Ltd
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00
Local authority: Cambridgeshire
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 15 September 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
27

Our grades explained
Exceptional
Practice is exceptional: of the highest standard nationally. Other settings can learn from it.
Strong standard
The setting reaches a strong standard. Leaders are working above the standard expected of
them.
Expected standard
The setting is fulfilling the expected standard of education and/or care. This means they are
following the standard set out in statutory and non ‑ statutory legislation and the professional
standards expected of them.
Needs attention
The expected standards are not met but leaders are likely able to make the necessary
improvements.
Urgent improvement
The setting needs to make urgent improvements to provide the expected standard of
education and/or care.

The Office for Standards in Education, Children's Services and Skills (Ofsted) inspects
services providing education and skills for children and learners of all ages, and inspects
and regulates services that care for children and young people.
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