Sweet Pea Nursery

Inspection of Sweet Pea Nursery 8 Springwater Business Park, Station Road, Whittlesey, Peterborough, Cambridgeshire PE7 2EU

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

Children are warmly welcomed into the nursery by kind and enthusiastic staff, who show a genuine interest in them. Staff demonstrate good knowledge and appreciation for children's individual personalities and family backgrounds. Children are confident to speak to staff and their friends in large-group activities; they listen well and can follow instructions. These are all essential skills that will help children to succeed and thrive when they start school. Babies individual care needs are consistently met and staff are quick to recognise signs when children are not their normal self and provide comfort and reassurance.

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The provision is good

Children squeal and laugh when they participate in familiar singing and dance activities. They work well together as a team to keep a ball in a parachute. Children have opportunities to take ownership of their own learning and use their thinking and problem-solving skills. For example, they put together their own sensory circuits to help them develop their balancing skills. They invite staff to have a go and staff demonstrate how to balance. Babies explore their environment and engage in play that helps to develop their senses. They happily splash in water, scrunch sand and touch ice.

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need to do better?

n The staff team work very closely together and are committed to providing a quality provision for all children. The manager meets regularly with staff, provides effective coaching and monitors their performance. She considers their well-being and offers support where needed. Staff have good professional development opportunities and can confidently explain the impact any training has had on the children in the nursery. n Staff's input is valued when planning and delivering an ambitious curriculum for children. Activities are enjoyable and interesting. For example, children enjoy the process of making and playing with dough they have made themselves. Staff show a deep understanding of their key children's level of development and plan activities that help them build on what children know and can do. n Staff understand the importance of building children's vocabulary and modelling new language. Alongside introducing new words, they clearly explain the

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need to do better?

meaning, helping to build on children's knowledge too. All children regularly hear stories and sing songs. Older children recognise their name and familiar letter sounds. There are good opportunities for children to see and hear their home language through resources such as books and bilingual staff. n Children develop their mathematical skills as they play. They engage in enjoyable counting activities and construct with shapes to make different-shaped objects. Children learn to problem-solve as they work out how to fix the shapes together. Babies hear numbers through songs and books. Staff introduce simple

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need to do better?

14 July 2022 counting as babies climb the steps on the small slide. n Generally, children show a good understanding of the behaviour expectations and routines. Squabbles are rare and children react very positively to incentives such as special helpers of the day. Staff reinforce behaviour rules, such as not throwing sand and explain why. Children independently share and take turns with their peers. n Staff share clear information with parents about all aspects of the nursery and the care and learning their children receive. Parents have found staff helpful and professional where their children have required additional support. They feel that the nursery is a nurturing and loving setting. n Children are familiar with the nursery's routines and procedures and, overall, are happy to join in set activities. However, at times, the organisation of these daily routines disrupts children's independent learning and exploratory play. Staff do

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need to do better?

not always recognise when children are deeply engaged and encourage them to stop and join in new activities. n The nursery has formed close links with the local schools to help support a smooth transition. However, they have not established effective working relationships with other childcare settings children attend to promote continuity of learning and consistency across both settings.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Staff demonstrate a very secure knowledge of the nursery's safeguarding procedures and understand their duty to protect children in their care. They can confidently discuss a wide variety of different types of abuse and know how to report concerns within the nursery and to the appropriate authorities. All staff complete regular safeguarding training to keep their knowledge refreshed. Recruitment of staff is robust and there are procedures in place to check the ongoing suitability of staff. Children play in a safe and suitable environment.

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should:

n implement effective partnerships with all the settings that children attend, to improve information-sharing and the development of a shared approach to supporting children's care and learning n make sure routine activities are organised in a way that allows children to complete activities of their choice without disruption.

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Setting details

Unique reference number 2549338 Local authority Cambridgeshire Inspection number 10215682 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care

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inspection

Total number of places 56 Number of children on roll 61 Name of registered person Whitwell, Wendy Jane

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reference number

Telephone number 07823339492 Date of previous inspection Not applicable

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Information about this early years setting

Sweet Pea Nursery registered in 2019. The nursery employs seven members of childcare staff; all hold appropriate early years qualifications at level 2 or above. The nursery opens from Monday to Friday, all year round, except for two weeks in the summer holidays. Sessions are from 7.30am until 6pm. The setting provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n This was the first routine inspection the setting received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the setting. n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want the children to learn. n Children spoke to the inspector during the inspection. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The manager and the inspector carried out a joint observation of an activity. n The inspector spoke to several parents during the inspection and took account of their views. n The manager provided the inspector with a sample of key documentation on

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Inspection activities

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.

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Inspection activities

14 July 2022 regulates and inspects to 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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