Each Peach Childcare

Inspection of Each Peach Childcare 42 Wilbury Villas, Hove, East Sussex BN3 6GD

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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 Good

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The provision is good

Children receive a warm and friendly greeting as they arrive. Nurturing staff welcome them inside to begin their day. Children demonstrate excellent independence as they place their belongings away and confidently self-register. Babies build remarkably close and meaningful relationships with staff. Together, they look at books and have a cuddle as they settle into the nursery routine.

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The provision is good

Staff promote children's curiosity and encourage their imagination. For example, children creatively explore items such as pebbles and milk bottle lids. They excitedly explain that they have made a shaker and demonstrate how it works. Furthermore, children carefully build structures. Staff encourage them to take turns as they accurately balance wooden blocks. Children are motivated and engaged in their learning.

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The provision is good

Leaders provide an environment that is stimulating and interesting. Children have a range of experiences throughout the day. For example, they learn about different countries, such as Egypt. Staff replicate this learning in the indoor and outdoor play spaces. They provide children with pictures of significant places to inspire their learning further. Children and staff talk together as they compare the pyramids they have built out of shaped magnets. Children develop an understanding of the wider world.

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need to do better?

n Leaders are highly passionate about the care and education they provide. They have created a curriculum that is broad and ambitious. Staff demonstrate a good knowledge of this and implement learning activities that prepare children for the next stage in their education. For example, staff extend conversations about different vehicles to encourage children to consider how many wheels one car has and compare this to how many two cars have. Children demonstrate a good understanding of numbers as they excitedly count to eight. n Staff have a good understanding of children's individual progress. For example, they plan cooking activities to extend what children already know. Children confidently discuss that apples need water and sunshine to grow on trees. Staff build on this understanding and talk to children about the seeds found in the middle of different fruits. Children receive teaching that increases their

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need to do better?

understanding. n Support for babies' communication is highly effective. Staff speak clearly and encourage babies to copy words, such as 'cup' and 'spoon'. Furthermore, babies enjoy plenty of opportunities to experience music and nursery rhymes. Staff sing to them with animated enthusiasm. Babies engage joyfully as they use gestures, actions and sounds to join in. Babies' communication skills and vocabulary are

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need to do better?

26 February 2025 increased. n Staff and leaders use assessment to identify any gaps in children's learning. They work with professionals, such as speech and language therapists, to support children with special educational needs and/or disabilities. Together, they implement plans to ensure that children receive proactive support. Leaders ensure that all staff have a comprehensive understanding of children's individual needs. This supports children to achieve the best outcomes through a shared approach. n Babies receive effective support for their physical development. Staff arrange the environment to support babies' different needs. For example, staff prepare activities on low tables to encourage babies to pull themselves up. Staff are passionate about increasing babies' skills. They offer admiration and praise as babies try hard to use their spoon at lunch time. Attitudes to learning are promoted positively from a young age.

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need to do better?

n Overall, children behave well and learn how to play kindly together. However, at times, staff do not provide children with consistent explanations about the expectations of their behaviour. For example, staff do not deliver consistent messages about why children must not run inside. This means that, occasionally, children do not understand the reasons for certain rules and, therefore, they do not follow them. n Leaders ensure that staff well-being is a high priority. Staff report high levels of support for their professional development and well-being issues. For example, if they have any concerns about their workload, they know leaders will act swiftly to alleviate any pressures. Staff feel valued and respected in their roles. n Parents speak highly of the setting. They explain how they receive regular updates about their child's progress and development. Staff also include parents in learning experiences. For example, parents come into the nursery to talk to

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need to do better?

children about their different jobs. Partnerships with parents are strong.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n enhance the support for children to understand rules and expectations, to help them manage their own behaviour well.

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Setting details

Unique reference number EY457214 Local authority Brighton and Hove Inspection number 10376103 Type of provision Childcare on non-domestic premises

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Registers

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

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inspection

Total number of places 72 Number of children on roll 81 Name of registered person Each Peach Childcare Ltd

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reference number

Telephone number 01273 323199 Date of previous inspection 16 May 2019

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Information about this early years setting

Each Peach Childcare registered in 2013 and operates in Hove, East Sussex. The nursery employs 15 members of staff, most of whom hold appropriate early years qualifications. The nursery is open from Monday to Friday, all year round, between 7.30am and 6.30pm. The nursery provides government funded early education for children between the ages of nine months and four years.

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Inspection activities

n Leaders 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 with 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 Parents shared their views of the setting with the inspector. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the nursery.

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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

26 February 2025 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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