Newcastle College Day Nursery

Newcastle College Day Nursery
Unique reference number (URN): EY231780
Address: Rye Hill Campus, Scotswood Road, Newcastle, NE4 7SA
Type: Childcare on non-domestic premises
Registered with Ofsted: 11/09/2002
Registers: EYR
Registered person: Newcastle College
Inspection report: 2 March 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.

Strong standard
Achievement Strong standard
Children achieve particularly well in their communication and language. Those with lower
starting points make rapid progress and catch up quickly. Children who speak English as an
additional language make remarkable progress, developing a secure understanding and use
of English in a very short space of time. They are better able to access the full curriculum
and develop depth and breadth in their learning. Steady and secure progress across all
areas of the curriculum is evident.
Children develop very secure early skills in mathematics and literacy. They reliably count
groups of objects and recognise letters in their name. Babies and toddlers benefit from
attentive and sharply focused activities and make strong progress from their starting points.
They are keen to explore, for example during sensory experiences with flour and water
mixtures. Older children are curious and eager to join in. They explore the 'mud kitchen',
learning about capacity and developing their imagination while making 'soup' from mud,
herbs and petals. Children develop excellent focus and attention skills. They join in eagerly
with songs and listen carefully at story time, showing strong readiness for future learning.
Behaviour, attitudes and establishing routines Strong standard
Leaders and staff have shared and consistent high expectations that children understand.
They model kindness, care and respect to children and one another, and this is reflected in
children's remarkably calm behaviour and positive attitudes. Even the youngest children
respond to guidance for 'kind hands' and 'walking feet', while older children show that this is
embedded when they remind their friends of these expectations. Children develop extremely
positive relationships with staff and children alike.
Routines are used purposefully to help children develop a sense of time and what happens
next. The day is organised precisely so that children know what to expect and feel secure.
For example, familiar songs alert children to the next part of their day. This contributes to
their deep sense of security. Tidy-up times are calm, with children following clear instructions
and learning to take responsibility and care for the nursery environment.
Staff skilfully support children to share, take turns and work together. They adapt their
approach sensitively to each child's age, stage and individual needs while maintaining high
and clear expectations for all children. They work hard to help children understand their
frustrations and develop self-control. For example, their clear and firm guidance helps
children who initially struggle to share and cooperate to accept others in their play.
Leaders promote the importance of regular attendance and punctuality, helping parents to
recognise the benefits of consistent routines in preparation for when children start school.

Children's welfare and wellbeing Strong standard
The key-person arrangements in the nursery are very well embedded and clearly evident in
the meaningful and trusting relationships that children form with familiar staff. Babies receive
highly responsive care that precisely follows their individual routines, helping them to settle
very quickly into staff's care. Staff know children extremely well and adapt their approach
sensitively to ensure that every child's needs are consistently met. They help children to
recognise their feelings, for example, when they use pictures for children to share how they
feel each morning. They teach children to manage their emotions, for example, by providing
tranquil spaces in the garden and using a 'breathing ball' to help them to slow down their
breathing and feel calmer.
Children develop a strong understanding of healthy lifestyles. Staff teach them about the
benefits of food at mealtimes, which helps to reinforce their understanding of a nutritious
diet. Children confidently talk about how fibre 'helps our tummies' and 'vitamins make us
grow strong'. Staff encourage regular physical exercise, and children identify when their
heart beats faster, recognising this makes them fit and healthy. Children learn to take
responsibility for their own safety, for example when they identify that they should ride more
slowly and with care in the garden. They develop lifelong habits that promote their safety
and wellbeing. Routines for sleeping and feeding babies, toddlers, and children are carefully
matched to children's needs. Close supervision and stringent arrangements, for example for
children who have allergies, help to ensure that children are kept safe at all times.
Curriculum and teaching Strong standard
Leaders scrutinise the quality and impact of the curriculum and guide staff rigorously in its
delivery. Staff have a deep and shared understanding of the nursery's aims for children.
Their consistently skilled, thoughtful interactions and first-rate teaching help bring these
aims to life. Leaders and staff alike know children in depth. They personalise learning plans
to ensure that each child, particularly those who speak English as an additional language, is
supported to thrive.
Planning for children's language development is meticulous. Staff use strategies such as
hand signs and visual cues consistently. They model new words explicitly to help children to
expand their understanding and vocabulary. Activities to support mathematical development
are sharply focused on helping children to develop a deep understanding. For example,
beyond teaching children to simply count, staff encourage children to predict, identify and
compare the number of bears during a matching game. Staff carefully plan opportunities for
children to develop physical skills. The youngest babies benefit from support to strengthen
their muscles ready for sitting and crawling, while the oldest children confidently run and ride
wheeled toys in the garden. Staff prioritise children's personal, social and emotional
development. Every part of the day is viewed as a quality learning experience. For example,
changes between parts of the day are unhurried, giving children plenty of time to practise
dressing themselves for outdoor play.
Teaching is consistently tailored to children's age and stage of development. Staff use what
they know about what children already know and can do, including when children first start,
to help them to build on their learning. Staff support children extremely well to remember
their learning, deepen their understanding and connect their ideas. For example, they repeat

activities, revisit prior learning and introduce new knowledge and skills in familiar play
experiences.
Inclusion Strong standard
Staff's regular, accurate and detailed assessments help them to respond to children's
individual learning needs quickly. Sharply focused teaching, which includes one-to-one,
targeted activities, helps emerging gaps in children's development to narrow quickly or close
entirely. Staff know how to seek support, such as from external agencies or professionals, if
children do not make expected progress following their own intensive interventions.
A high number of children attending speak English as an additional language, and their
particular needs are reflected consistently in the high-quality curriculum. Leaders and staff
use their expert knowledge to help these children to make excellent progress in
communication and language. Children's strengthened understanding and increasing use of
English helps them to access the full programme of learning and to be ready for later
learning, including in school.
Leaders are highly aware of children's life experiences. They work hard to build trust with
parents who may initially be reluctant to engage. Cultural differences are recognised,
respected and celebrated. Children feel included, for example, when staff use words from
their first language when singing a song to greet friends each morning. The consistently
inclusive approach helps to ensure that all children feel valued and take part fully in nursery
life.
Additional funding for children who face disadvantage or other barriers to their learning
further supports their learning and development. Leaders buy specific equipment that
targets particular areas of development. For example, large wooden bricks promote social
skills and teamwork for children who prefer to play outdoors. This helps to accelerate
children's progress and raise their achievements.
Leadership and governance Strong standard
Leaders have consistently high expectations of themselves, staff and children. Their
inspiring, motivational approach drives consistently strong practice. Their reliable support for
staff and genuine consideration for their wellbeing keeps morale high. This contributes to the
positive, happy culture where everyone strives to provide the best possible care and
education. Leaders scrutinise practice with great attention to detail around the delivery of the
curriculum and care routines. They tirelessly research ways to build on their provision, which
leads to ongoing enhancements to the already strong care and learning that they provide.
Leaders' commitment to staff development has a significant impact on children's outcomes.
Staff develop expert knowledge, and their teaching goes from strength to strength. For
example, staff have studied the most effective ways to assess children's understanding,
which underpins their progress in communication. This has helped them to focus even more
sharply on precise ways to help children to develop their language skills, particularly those
who speak English as an additional language.

Children's learning and wellbeing are of the utmost priority. Leaders make scrupulous,
transparent decisions about how additional funding is used. They consult with families and
staff so that spending is precisely targeted and has the greatest impact on outcomes for
eligible children.
Partnership working helps to ensure that the high-quality care and learning that children
receive is complemented and extended beyond nursery. Parents know exactly what staff
want children to learn, and they continue this learning at home. Leaders share detailed
information with other childcare settings that children also attend. This helps to ensure
accuracy in assessments and collaborative planning that helps to enhance children's
learning and development even further.
What it's like to be a child at this setting
Children arrive with broad smiles at this cheerful nursery, where their behaviour shows they
feel safe. Staff know each child extremely well and take full account of their needs and
preferences. Children learn that they matter and that their voices are important. For
example, they choose from a wave, a 'high five' or a hug on arrival and vote for their
favourite book at story time. Staff genuinely care and pay attention to small details. For
example, they ensure that face cloths are warm before children use them to clean their face,
avoiding anything that might cause children even the slightest discomfort.
Parents describe how staff appreciate children's individuality and allow them to 'grow and
learn in the way they want to'. They say children 'learn about the world in a way that works
for them'. Children bring a variety of experiences with them, with much diversity in cultures,
beliefs and languages. Staff diligently provide books, resources and foods that reflect this.
Families feel welcome when they see their values reflected in this nursery, where children
learn to celebrate what makes them unique. Children are thrilled to look at photos of them
playing with their friends, which are displayed and made into books. This further strengthens
the deep sense of belonging that every child shows.
Children are happy, curious learners who explore, make choices and show pride in what
they do. Staff observe and listen to children and shape learning experiences closely around
their interests. This motivates children to join in and helps them to stay incredibly focused.
Children who are disadvantaged or face barriers to their learning are supported through the
curriculum with precision and care. All children achieve well, and some achieve beyond
typical expectations. They make steady and consistent progress from their starting points,
building secure skills and knowledge that prepare them very well for the next stage in their
learning.

Inspector:
Clare Wilkins
About this setting
Unique reference number (URN): EY231780
Address:
Rye Hill Campus
Scotswood Road
Newcastle
NE4 7SA
Type: Childcare on non-domestic premises
Registration date: 11/09/2002
Registered person: Newcastle College
Children play and learn together harmoniously. Staff support them to share, take turns and
build friendships. Children keep trying when they find things tricky, developing remarkable
resilience and independence. They build strong self-assurance but remain confident to ask
staff for help when needed. They are very well prepared for success in later learning.
Next steps
Leaders and those responsible for governance should sustain their work to ensure
continued improvement and high standards. They should focus on creating a
transformational impact on the outcomes and experiences of disadvantaged children,
those with special educational needs and/or disabilities, those who are known (or
previously known) to children's social care, and those who may face other barriers to their
learning and/or wellbeing.
About this inspection
The inspector spoke with leaders, staff, 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.

Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 17:15
Local authority: Newcastle upon Tyne
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 2 March 2026
Children numbers
Age range of children at the time of inspection
0 to 3
Total number of places
25
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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