Busy Bunnies Nursery, Hampton Water

One shared room and a separate garden give Busy Bunnies Nursery, Hampton Water a straightforward character: children learn together, with outdoor play built into the session. Based within the grounds of St John Henry Newman Catholic Primary School, it has its own entrance and capacity for 26 children aged two to five. For families choosing a mixed-age setting, the important question is how that shared space works for children at different stages.

At its November 2024 inspection, Ofsted rated the nursery Good and judged safeguarding effective, while identifying improvements needed in helping children understand emotions and adapting teaching for younger children. Those priorities deserve attention alongside the strengths. The day described then included practical experiments, repeated stories and growing independence, rather than learning confined to adult-led activities.

Morning, afternoon and full-day attendance sit alongside a shorter daytime pattern. Tapestry, an online learning journal that families can also contribute to, connects nursery experiences with home; termly consultations provide another opportunity to discuss development.

Learning and Activities

The early years foundation stage is the framework for children's learning, development and care: here, play, conversation and everyday tasks provide opportunities to learn. The shared room and separate garden support free-flow play, allowing indoor and outdoor experiences to form part of the same session. That arrangement makes the outdoor space part of the ordinary day rather than simply somewhere for a scheduled break.

In November 2024, children experimented with cars and guttering while adults introduced language about slope and speed. A simple piece of play became a chance to connect words with something children could observe. Children also selected songs and chose when to go outdoors, giving them a say in what happened next.

Physical play had a practical, imaginative edge. In November 2024, stepping stones and narrow beams became routes through an imaginary lava game, combining balance with negotiating play alongside other children. These examples show the kinds of materials and interactions used at that time, rather than a fixed programme of activities.

Stories supplied continuity across different attendance days. In November 2024, a monthly story and nursery rhyme gave children repeated encounters with familiar language, while animated reading and discussion encouraged them to remember what happened. Repetition mattered because children did not all attend on the same days: a shared story could remain familiar even when their weekly routines differed.

Younger children's experience needs equal weight. In November 2024, conversation during play tended towards older children, and group teaching did not consistently account for younger children's developmental stages. For a nursery accepting children from two, adapting a shared activity is consequential. A task that engages an older child may need a different pace or form of participation for a younger one.

Relationships and Communication

A key person links the child, family and nursery from joining through to preparation for school. This gives parents a continuing relationship through which to share interests and discuss development. Tapestry holds learning observations, newsletters and information, and parents can add experiences from home rather than only receiving updates.

Termly consultations sit alongside regular family workshops and stay-and-play opportunities. These serve different purposes: consultations make room for discussion about an individual child, while shared sessions let families participate in nursery life. Staff have training in speech and language support and supporting children with special educational needs; this is a practical provision to discuss in relation to a child's particular needs.

In November 2024, continuity in key-person arrangements was maintained through staff changes. Children were able to build relationships with newer adults while retaining familiar connections. Staff also received supervision and encouragement to develop their skills through training. The useful emphasis is continuity for children, rather than assuming a shared room alone creates close relationships.

Inclusion and Wellbeing

Everyday independence was visible in November 2024 through children clearing plates, slicing apples with safety knives and managing tissues and handwashing. Adults sought permission before nappy changes and helped with toilet training. These small routines give children opportunities to participate in their own care rather than having everything done for them.

Emotional support was less consistent. In November 2024, disagreements over toys were not always used to help children recognise feelings or understand how their actions affected someone else. Learning to manage frustration needs adult help, especially in shared play; this was one of the specific priorities for improvement.

Preparation for school included working with the host school and obtaining feedback from Reception teachers in November 2024. That feedback helped staff consider what children needed for their next stage. It concerns preparation and communication, not an admissions advantage.

Sessions and Attendance

The nursery is at St John Henry Newman Catholic Primary School, Aqua Drive, Hampton Water, Peterborough, PE7 8QL. Opening hours are 8am to 6pm, Monday to Friday, with nursery provision during school terms and a holiday club in school holidays. Nursery attendance and holiday provision therefore need to be considered as separate parts of a family's childcare plan.

Morning sessions run from 8am to 1pm, afternoon sessions from 1pm to 6pm, and full days from 8am to 6pm. Paid daytime options also include 9am to 3pm, 8am to 3pm and 9am to 6pm. The pattern for children entitled to 30 funded hours is 9am to 3pm. These choices allow families to compare a shorter daytime stay with a morning, afternoon or longer day.

Funding and Paid Extras

Government funding is accepted for children aged two, three and four, subject to entitlement. Funded hours can be used term-time or stretched across the year according to parental preference, within the 8am to 6pm weekday window and up to 10 funded hours in a day. Funding and paid sessions are separate choices; families should use a current written quotation to understand their own combination.

Parents supply a healthy packed lunch for children staying at lunchtime; snacks are provided, with the snack menu changing each term. Parents also supply nappies and wipes, while sun cream can either come from home or be supplied for a separate charge.

The group-wide trips and events policy reproduced for Hampton Water makes participation optional and allows children to attend nursery as usual if they do not take part. A contribution towards a trip may sometimes be requested. That distinction matters when comparing the everyday childcare arrangement with occasional additional experiences.

Attendance here does not guarantee a Reception place at the host school. Families still apply through the local authority admissions process.

• Mixed-age teaching. November 2024 identified uneven adaptation for younger children during group activities. During a visit, ask to see how a two-year-old participates alongside older children in the shared room.
• Emotional development. Helping children recognise feelings and resolve disagreements was another November 2024 improvement priority. Ask how adults now support children when toys or play lead to conflict.
• Term-time nursery and holiday club. The nursery day and school-holiday provision are different arrangements. Discuss which provision fits the weeks your family needs before choosing an attendance pattern.
• Packed lunches and everyday supplies. Lunch, nappies and wipes come from home, and sun cream involves either a home supply or a separate charge. These are practical responsibilities to build into the family routine.

Busy Bunnies Nursery, Hampton Water suits families seeking morning or afternoon sessions as well as those needing a shorter daytime stay or a full day. Its shared room, separate garden and two-way Tapestry journal give the offer a clear shape. Term-time and stretched funding add another choice for eligible families.

The November 2024 Good judgement sits alongside specific teaching priorities, especially for younger children and emotional development. The strongest decision will turn on how the shared-age arrangement works for your child, with those priorities explored directly during a visit.