Pepper Royd Day Nursery Ltd

Pepper Royd Day Nursery Ltd

Unique reference number (URN): 2808465 Address: Pepper Royd Nursery, 59 Battye Street, Dewsbury, WF13 1PD Type: Childcare on non-domestic premises Registered with Ofsted: 30/10/2024 Registers: EYR, CCR, VCR Registered person: Pepper Royd Day Nursery Ltd

p.1

Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.2

How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

p.2

Achievement Expected standard

Children develop their skills across all areas of learning. They develop their vocabulary so that they are able to communicate their needs. Children demonstrate their mathematical knowledge. During group time, they know how many objects represent numbers. They fill containers and say that they are 'full' or 'empty'. They take away numbers from larger numbers, as they sing number rhymes.

p.2

Achievement Expected standard

Children with special educational needs and/or disabilities make progress from their starting points through targeted interventions. Children are well prepared for school. They are independent and confident in their approach to daily tasks. They have a wide range of vocabulary that helps them to communicate with staff when they need help. They hold back- and-forth conversations with both their peers and adults.

p.2

Behaviour, attitudes and establishing routines Expected standard

Staff are skilled at helping children to learn important social skills, such as sharing. When children are learning this new skill, staff sensitively and calmly help them to share with their friends. As children grow in this area, they sit and share play food with each other, playing together and using their imagination. Children develop positive relationships with each other.

p.2

Behaviour, attitudes and establishing routines Expected standard

Staff promote children's physical development through carefully-thought-out furniture to help babies pull themselves up and walk. Children learn to share with their friends. They learn how they are part of a community, through visits to local places, where they build relationships with older members of the community. They learn about kindness and compassion.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children make dough independently following recipe cards. They sit and concentrate for sustained periods of time. When the dough is too sticky, children approach staff for help. Staff ask questions to encourage children to think about what they need to do. Children look at the recipe and say that they need to add more flour. Carefully planned activities support children to learn new skills. Leaders ensure that they promote good attendance. They provide information for parents about the benefits of children attending their sessions. As a result, attendance across the nursery is generally high.

p.2

Children's welfare and wellbeing Expected standard

Well-established routines at lunchtime further promote children's developing skills. This time is used as an opportunity to embed children's independence. They confidently get their plates and serve themselves a portion of food and then join their friends at the table. Some children help staff to set the tables. They develop a sense of responsibility and belonging. Older children are good role models for the youngest children. They demonstrate increasingly positive behaviour. They calmly transition through different parts of the day. Babies and the youngest children follow their lead as they walk to the washroom to wash their hands before lunch.

p.3

Children's welfare and wellbeing Expected standard

Staff are sensitive to all children's needs. They build positive and nurturing relationships with babies. They offer cuddles and reassurance. They are in tune with their needs and support them to regulate their emotions, through offering rest and safe spaces where children feel safe and relaxed.

p.3

Children's welfare and wellbeing Expected standard

Children with special educational needs and/or disabilities are supported by caring staff, who know them well. They adapt the environment so that children feel safe and able to explore. Staff help children to calm when they need some time to adjust between routine times.

p.3

Children's welfare and wellbeing Expected standard

Care routines are well thought out to promote the wellbeing of all children. Staff are sensitive when approaching children for intimate care routines. They are well supervised while they sleep and eat. Effective information gathering about children when they first start supports staff to meet their needs and understand their routines.

p.3

Children's welfare and wellbeing Expected standard

Outdoors, staff help children to to develop an understanding of their bodies and their physical development. Children enjoy jumping, climbing and balancing. Staff encourage children to think about how they can safely practise these skills.

p.3

Curriculum and teaching Expected standard

Leaders have a clear oversight of the curriculum. The focus that leaders put on developing children's physical and social skills helps children to be ready for school. They ensure that staff work together effectively to support smooth transitions from one room to the next. They use assessment well to share information about what children are learning next so that this can be a focus when they move on and help them to build on their existing skills and knowledge.

p.3

Curriculum and teaching Expected standard

Children with special educational needs and/or disabilities benefit from activities that are tailored to their individual needs. Staff know the children well and adapt their own approach to ensure that all children can access the experiences that are available. Staff share stories with babies, pointing out the words and pictures. They encourage children to turn the pages. Staff choose 'The Gruffalo' as a focus to develop other activities that spark children's interest and engagement. Staff sit alongside children as they make 'Gruffalo Crumble'. They encourage children to remember the book and ask what else children could include in their crumbles. Children show an interest in books from an early age and this supports children's language development.

p.3

Curriculum and teaching Expected standard

Staff are skilled in including mathematics in all aspects of what they do. They count as they throw a ball back and forth and use words, such as 'big' and 'small'. This starts to build children's mathematical language from an early age.

p.4

Inclusion Expected standard

Children with special educational needs and/or disabilities (SEND) are supported to engage in learning that helps them to develop their skills. Positive partnerships with other professionals, who can offer support and advice, strengthens the support for children with SEND. Families describe how they are supported to continue learning at home with their children and the positive progress their children have made.

p.4

Inclusion Expected standard

The key-person system ensures that staff know children well. They know their backgrounds and any barriers to learning that they may face. Interventions, such as helping children to regulate their emotions or reduce distress in identified situations, are well thought out and built up over time to help children to adjust and feel safe. This helps children with SEND to be included alongside their peers.

p.4

Inclusion Expected standard

Leaders use funding effectively to support individual children's needs. For example, they identify training opportunities that help staff to support children with communication and language delay. Leaders purchase resources that help children to adapt to the environment. There is demonstrable impact of this as children who were initially finding it difficult to settle, are now happy and eager to attend.

p.4

Inclusion Expected standard

Leaders swiftly identify where children need additional support and support staff to ensure that they help children in their development. Additional training has been appropriately planned to further support all staff to identify any barriers to children's learning quickly and precisely.

p.4

Leadership and governance Expected standard

Leaders have a thorough oversight of the strengths and weaknesses of the nursery. They have rightly identified that further training will support staff to identify children's additional needs at the earliest possible opportunity. Leaders recognise where children may have gaps in experiences. For example, they focus on providing plenty of opportunities for physical development, where children may not otherwise have these opportunities.

p.4

Leadership and governance Expected standard

Leaders provide staff with coaching and supervision so that they can discuss any concerns and any areas for development. They acknowledge that further focus needs to be placed on identifying training and development opportunities that link to their priorities for the nursery. For example, leaders have identified that further development is needed to support staff to be able to follow children's lead in play and link this to children's next steps in learning. This will further enhance the opportunities for children.

p.4

Leadership and governance Expected standard

Support for staff's wellbeing is prioritised. Those who are undertaking qualifications receive ample, protected time to complete training and reflections. They are well supported by mentors across the nursery, and go on to become successful members of the staff team.

p.5

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

What it's like to be a child at this setting

Children benefit from warm and secure relationships that they build with staff and each other. Babies' emotional needs are well supported so that they feel safe and cared for. This continues as children transition through the setting. Staff use key times of the day to strengthen these bonds, such as mealtimes, where children socialise together. During care routines, staff are reassuring and talk with children so they develop trust and feel secure.

p.6

What it's like to be a child at this setting

Children develop their skills across all areas of learning. They become independent, confident learners, who engage in the wide range of opportunities and experiences that are available to them. Leaders place a sharp focus on providing all children with learning that helps them to flourish in their physical development, and promote positive behaviour and relationships.

p.6

What it's like to be a child at this setting

Staff use what they know about children to plan learning that meets their needs and takes account of their interests. Staff help children to develop their independence. They help them to learn the setting's routines and to make choices. They support their language and communication skills by engaging with children at their level. Interactions are meaningful and at a pace that gives children time to think and respond. This helps children to be ready for school, when the time comes.

p.6

What it's like to be a child at this setting

Leaders have a secure oversight of the learning that is offered to children. They ensure that they understand the children's backgrounds and how they can contribute to giving children experiences that they might not otherwise have. Leaders know the strengths and areas for development of the setting and ensure that they focus on developments to continuously improve the experiences for children.

p.6

Next steps

Leaders should continue to develop staff's knowledge in identifying barriers to learning at the earliest possible stage so that children consistently receive effective support. Leaders should precisely identify training and development opportunities for staff that clearly link to their own priorities for development.

p.6

Address:

Pepper Royd Nursery 59 Battye Street Dewsbury WF13 1PD

p.7

Address:

Type: Childcare on non-domestic premises

p.7

Address:

Registered person: Pepper Royd Day Nursery Ltd

p.7

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:00

p.7

About this inspection

The inspector spoke with leaders, practitioners, special educational needs coordinator, children and parents during the inspection.

p.7

About this inspection

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.

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.8

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.8

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.8

Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

p.8

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

p.8

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.9

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.9

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.9

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.9