Peepo Day Nursery Ltd

Peepo Day Nursery Ltd 70 Barn Lane, Moseley, BIRMINGHAM, B13 0SW

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Inspection date

Previous inspection date 14 February 2017 8 October 2013

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 The newly appointed managers have high expectations and accurately evaluate the provision. They have devised and are implementing clear action plans to drive improvements forward in pursuit of excellence.  Managers have recently completed an audit of the nursery and have made changes to create a more welcoming environment. Children enjoy good opportunities to play and explore outside, making the most of the fresh air and exercise. Inside spaces are clean and resources, which are matched to the ages and development stages of the children, are easily accessible.  Staff know the children well and provide interesting learning activities that encourage children to try out new experiences and test their ideas.  Children develop good communication skills. Staff talk with them about what they are doing and encourage them to use new vocabulary. Children are also given plenty of time to think through and answer staff's open-ended questions and to recall familiar

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This provision is good

events.  Children form trusting relationships with all staff and are comfortable in the nursery. They are confident, happy and demonstrate enthusiasm, helping them to foster a positive attitude towards future learning.

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It is not yet outstanding because:

 The ongoing assessments of children's and groups of children's progress are not yet monitored precisely enough to help all staff provide a highly effective curriculum and enrich children's learning.  Although staff access some good opportunities to enhance their professional development, there is not enough focus on helping them to gain expert skills and raise the quality of their teaching to the highest levels.

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What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

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What the setting needs to do to improve further

 focus more sharply on the monitoring of the assessments of children's and groups of children's progress, and support all staff to provide a highly successful curriculum and increase the potential for children to make outstanding progress  build further on opportunities for staff to shape their professional development, gaining expertise and skills to help them deliver the highest quality teaching and promote excellent outcomes for children.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and outdoors, and assessed the impact this has on children's learning.  The inspector spoke with staff and children during the inspection.  The inspector completed a joint observation with the manager.  The inspector held meetings with the manager and deputy. She looked at relevant documentation and evidence of the suitability of staff working in the nursery.  The inspector spoke to a number of parents during the inspection and took account of their views.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. Staff attend up-to-date training and know what action to take if they have any concerns about a child's welfare. Policies and procedures have been reviewed and adapted to help protect children and families at risk of being exposed to extreme behaviours and views. Staff are appropriately deployed, ensuring required ratios of adults to children are met and children are supervised well. Clear contingency arrangements are in place to cover staff absences. There are good opportunities for the new managers to review staff performance and for staff to share their views. Significant improvements, which have taken place in a short amount of time, are having a positive effect on the provision. A parents' forum has recently been set up to give parents the opportunity to exchange their ideas and discuss future developments with the managers.

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Quality of teaching, learning and assessment is good

Key persons gather a good range of information from parents and other settings children have attended about what children already know and can do when they start at nursery. They use this and their own observations to make an initial assessment of children's starting points for learning. Records of children's learning, which include photographs, observations and samples of work, are shared with parents. Staff identify when children are not reaching expected developmental milestones. They work effectively with other professionals and parents to work out how best to support children in catching up with their peers. Positive partnerships with settings that children move on to are established. This encourages a collaborative approach to learning in the nursery and elsewhere.

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Personal development, behaviour and welfare are good

Children's safety and welfare are fostered well. Staff carry out detailed risk assessments and regular safety checks of the environment and activities. They inform parents of any illnesses, give polite reminders about exclusion periods and take necessary steps to prevent the spread of infection. Staff are good role models. Children are becoming increasingly aware of the expectations for their behaviour and respond well to consistent routines, gentle reminders and clear boundaries. They are considerate to others, show respect and learn about festivals and celebrations that are important to their friends. Mealtimes are relaxed and sociable occasions. New menus have been devised and the nutritious and freshly prepared foods provided take into account any special dietary requirements or specific health needs.

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Outcomes for children are good

All children make good progress given their starting points and develop the key skills they need in readiness for their future learning, leaving nursery well prepared for school. Older children are increasingly independent in taking care of their own needs. For example, many are confident to use the toilet, wash their hands and wipe their noses on their own. Younger children help to select and serve their food and have a go at pouring drinks. Babies are starting to communicate their needs and requests, using simple words or pointing to different toys that they want to play with.

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Setting details

Unique reference number EY395038 Local authority Birmingham Inspection number 1084411 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register, Compulsory Childcare Register Age range of children 0 - 8 Total number of places 58 Number of children on roll 75 Name of registered person Peepo Day Nursery Ltd

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reference number

Date of previous inspection 8 October 2013 Telephone number 0121 444 0814

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reference number

Peepo Day Nursery Ltd was registered in 2009. The nursery employs 16 members of childcare staff. Of these, two hold appropriate early years qualifications at level 6, one holds level 5, 11 hold level 3, and two hold level 2. The nursery opens from Monday to Friday all year round. Sessions are from 7.30am until 6pm. The nursery provides funded early education for two-, three- and four-year-old children.

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reference number

This inspection was carried out by Ofsted 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.

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reference number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection.

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reference number

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reference number

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reference number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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