Bo-Peeps Day Nursery

Inspection of Bo-Peeps Day Nursery Boseley Business Park, Forest Vale Road, Forest Vale Industrial Estate, CINDERFORD, Gloucestershire GL14 2PH

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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

Staff form strong bonds with children, creating a calm and welcoming space where they feel safe and secure. They work closely with parents to provide consistency and emotional security for each child. Babies and young children receive hugs and gentle reassurance from their key persons. Young children begin to develop self- awareness as they recognise themselves in pictures and mirrors. Children settle quickly, confidently exploring their environment and engaging with their favourite toys and activities.

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The provision is good

The staff team members have clear expectations for children's learning. They focus on strengthening children's communication and language skills. Babies point and babble, while staff narrate back to them, developing their early language skills. Staff use hand gestures to help young children and those with limited language express themselves. Staff sing nursery rhymes and songs, encouraging children to join in with familiar phrases. They introduce new words and their meanings to expand older children's vocabulary. Staff provide opportunities for children to share their thoughts and ideas. They encourage other children to listen and wait for their turn, promoting respectful communication. Older children confidently express themselves in large groups.

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The provision is good

Children develop strong social skills, building friendships and learning to manage their behaviour. Staff support them in resolving conflicts, encouraging patience, taking turns and good manners. They provide calm spaces where children reflect, express their feelings and understand how their actions affect others. These experiences build emotional resilience, helping children regulate their emotions and interactions as they grow.

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need to do better?

n Leaders and staff have designed a curriculum covering all seven areas of learning through loose themes and a child-led approach. Key persons weave children's next learning steps into weekly activities. They follow children's interests, allowing them to make choices in their learning. Staff engage at key moments to deepen understanding beyond what they already know. All children make good progress, particularly in their communication and language development. n The team members work hard to create a community in the nursery. They guide parents through key life changes and provide bags with books, stories and games to support children during transitions like starting school, welcoming a sibling or coping with loss. The management team listens to parental feedback and makes adjustments, such as sharing menus, to help prevent mealtime conflicts at home. This helps build trust. Parents meet regularly with their child's

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need to do better?

6 June 2025 key person to discuss their children's progress, ensuring a consistent approach to learning. Parents frequently share that their children love attending the nursery and often do not want to leave at the end of the day. n Staff promote children's independence and self-care. All children, including babies, wash their hands before meals, reinforcing early hygiene routines. Toddlers and pre-school-age children pour their drinks and serve their food, gaining confidence and control. Mealtimes are intended to encourage interaction and discussions, with all children sitting together. Younger babies are placed in highchairs around the edges of the room, while older babies sit separately with their backs to them. During this time, staff primarily focus on feeding younger babies, reducing opportunities for older babies to engage socially with peers and staff. n Children's learning is tracked closely to identify gaps and adapt teaching.

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need to do better?

Recognising that boys needed support in developing early writing skills, staff introduced small-group activities like play dough and Lego to strengthen the muscles needed for later writing. Staff use tailored plans to ensure children with additional needs receive consistent support. Funding is used to provide additional staff and targeted resources, such as 'now and next' boards and visual aids. These interventions help children reach their full potential. n Staff regularly contribute ideas to improve aspects of the learning environment, such as rearranging areas to promote quieter reflection spaces or enhancing children's access to sensory materials. However, leaders do not ensure that all staff interact with children in ways that support them during daily routines and play. While some staff demonstrate strong interactions, others wait for leaders to direct them rather than actively supporting and engaging in children's learning.

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need to do better?

n Children enjoy participating in physical activities, supported by staff who encourage their movement and engagement in the garden. They develop listening and attention skills through stop-and-go games. Older children create race tracks and climb play equipment, building coordination and burning off excess energy. Babies explore the soft play, testing their abilities in a safe environment. These activities support children's overall health and well-being, promoting physical development and confidence.

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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 improve mealtime organisation to ensure all children, particularly babies,

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should:

6 June 2025 experience inclusive and purposeful interactions n strengthen consistency in staff interactions with younger children to support their engagement and learning during routines and play.

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Setting details

Unique reference number EY369325 Local authority Gloucestershire Inspection number 10404860 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 90 Number of children on roll 83 Name of registered person M. Bevan Limited

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reference number

Telephone number 01594 822969 Date of previous inspection 5 October 2023

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Information about this early years setting

Bo-Peeps Day Nursery registered in 2008 and is based in Cinderford, in the Forest of Dean. The nursery is open from Monday to Friday, all year round. Sessions are from 7am to 6pm. The nursery provides a holiday playscheme and before- and after-school care. There are 23 members of staff. Of these, one member of staff holds early years professional status, one holds a level 5 qualification, nine hold childcare qualifications at level 3, and four hold childcare qualifications at level 2. The nursery provides funded early education for children.

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Inspection activities

n The inspector and the leaders completed a learning walk where they discussed the provision and the curriculum. n The inspector observed the quality of education during indoor and outdoor play and assessed the impact on children's learning. n During the inspection, the inspector spoke with staff at appropriate times and completed a joint observation with the manager. n The inspector held a meeting with the management team to discuss how they self-evaluate the provision. n The inspector looked at relevant documentation, such as evidence of the suitability of staff working in the setting. n The inspector spoke to a small number of parents during the inspection and took account of written testimonials. n Children spoke to and engaged with the inspector during the inspection.

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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

6 June 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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