Rise and Shine Day Nursery Peterborough Ltd

Rise and Shine Day Nursery Peterborough Ltd

Unique reference number (URN): 2846605 Address: Rise & Shine Nursery, 108 Ledbury Road, Peterborough, PE3 9PN Type: Childcare on non-domestic premises Registered with Ofsted: 30/06/2025 Registers: EYR Registered person: Rise and Shine Day Nursery Peterborough Ltd

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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.

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How we evaluate safeguarding

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

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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.

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Achievement Expected standard

Children achieve well from their individual starting points. All children, including those with special educational needs and/or disabilities and those that face other barriers to their learning, make steady progress. Gaps in children's learning are closing consistently, and they are gaining the skills they need for their move on to school. Children develop their motor skills effectively as they learn to manipulate tools for construction and mark making and learn over time to master cutlery. Babies use spoons while eating, toddlers use knives for spreading, while older children independently slice fruit for snack and competently use cutlery at mealtimes. Children of all ages develop their language skills well. They are confident communicators. Older children describe what they are doing and share their ideas, while younger children sing their favourite songs. Children enjoy a variety of opportunities to

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Achievement Expected standard

learn through books. They listen carefully to stories and re-enact their favourite books through role play and small world activities. Children are motivated to learn and benefit from activities that reflect their interests.

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Behaviour, attitudes and establishing routines Expected standard

Leaders support staff to implement effective strategies to enable all children, including those with special educational needs and/or disabilities and those who face other barriers to their learning, to express their wishes and needs. Staff use age-appropriate activities, such as stories and discussion, to help children understand their feelings. Children learn the vocabulary to explore and express their emotions further. Staff help parents to understand the importance of regular attendance to ensure children have familiar routines that help them feel safe. Children behave well. Older children learn to be mindful of younger peers. They are kind and share equipment as they explore the outdoor area together. Staff remain vigilant to children's needs and help children to understand how their behaviour impacts on others.

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Behaviour, attitudes and establishing routines Expected standard

Leaders have created a calm environment where children feel confident and are enthusiastic to explore their surroundings. Children understand the routines and generally respond well to staff during transition times. For instance, children learn to tidy up after themselves and clear their plates after mealtimes. Some areas of the daily routine are not yet consistently delivered across the setting. For example, not all staff demonstrate confidence when delivering supervised toothbrushing. They do not consistently adapt their approach to support younger children, which affects the quality of the experience some children receive during these times. This impacts on the quality of the experience some children receive during these times.

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Children's welfare and wellbeing Expected standard

Key persons know their children well and build positive relationships with parents. They are responsive to children's needs, giving additional reassuring cuddles when required. Children new to the setting are offered graduated settling-in sessions tailored to their individual needs. This helps them to feel safe and secure as they become familiar with their new environment. Staff support the wellbeing routines of babies. They work closely with parents to mirror children's sleeping habits and weaning routines. Hygiene procedures are implemented well. Babies begin to wipe their hands and face before and after meals, and older children wash their hands independently before eating. Staff implement effective systems for overseeing all children, including those with special educational needs and/or disabilities, to ensure safer eating and safer sleeping procedures are firmly embedded into practice

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Children's welfare and wellbeing Expected standard

Children learn healthy habits that support their emotional and physical wellbeing. They enjoy longs periods of outdoor play and excursions within both the local and wider community. Leaders have planned the outdoor area to provide opportunity for physical play. For instance, children develop their core skills as they learn to balance and navigate balance beams. Staff encourage children to explore a variety of nutritious food. They grow fruit and vegetables in the garden, which they can harvest for snack. Children are supported to express their emotions, staff introduce stories and discuss the feelings of characters in the books.

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Curriculum and teaching Expected standard

Leaders have a secure understanding of the quality of the curriculum and teaching at the setting. They know what skills and knowledge they want children to have secured before they move on to school. Leaders have planned an ambitious curriculum that is typically taught well. Leaders are working to strengthen opportunities for high-quality interactions to be consistently embedded at all times of the day.

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Curriculum and teaching Expected standard

Teaching is sequenced to allow children, including those with special educational needs and/or disabilities, and those that face other barriers to their learning, to build on their learning and development over time. Leaders work with staff to continue to improve outcomes for all children. For instance, they have a clear action plan to further develop how early literacy skills are taught consistently across all ages. Group times are used to share songs and stories, focus stories provide repetition and staff take children on visits to the library. Staff support children's growing vocabulary as they model language during play such as, naming objects in the garden for older children to list as ingredients for their mud kitchen recipes. Children's early mathematical concepts such as counting, shapes, space and measures are explicitly taught. Children are encouraged to be physically active and enjoy spending large amounts of time outdoors in the fresh air. Staff support children to develop

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Curriculum and teaching Expected standard

social skills, such as turn taking and playing alongside others, which helps prepare them for their future relationships.

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Inclusion Expected standard

Leaders have created an inclusive environment. Positive and open relationships with parents help them to quickly identify when children require additional support. leaders ensure children with special educational needs and/or disabilities receive effective support and make the best possible progress form their starting points. They have a secure understanding of child development and the vulnerabilities that families living in the local area face. Leaders have introduced home visits ahead of children starting to help them to identify early children's and family needs. They use any additional funding children receive to enhance their development further. This includes fully funded meals and home-learning resources. Staff build secure relationships with parents, sharing activity ideas to meet children's ongoing needs. They put appropriate plans in place to help children to continue to meet milestones. Parents comment on the care and guidance staff provide to enable them

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Inclusion Expected standard

to further support their children's learning at home.

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Inclusion Expected standard

Staff generally adjust teaching and opportunities effectively, helping children to remain focussed during play. They work closely with other professionals, such as speech and language and occupational therapists, to implement targeted intervention. Leaders have recently sourced a range of professional development opportunities for staff to help their knowledge and skills to continue to develop over time. In addition, leaders offer training for staff that, in the main, helps them to understand how to implement strategies effectively.

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Leadership and governance Expected standard

Leaders have a secure understanding of the quality of the curriculum they offer. They work closely with the local authority early years advisers and use their feedback to inform their development plans to continue to drive improvement. Leaders support staff with ongoing guidance and advice. They provide staff with regular supervisions and support new staff members as they develop in their new roles. Leaders have plans in place to improve practice further. For example, they aim to train all staff to use simple signing to further promote children's early communication and language development for all children, including those with special educational needs and/or disabilities.

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Leadership and governance Expected standard

Leaders ensure all staff complete mandatory training, such as paediatric first aid and safeguarding. In addition, They offer staff a selection of professional development opportunities. However, they do not target training precisely to support specific areas of weakness in staff practice or knowledge. Staff enjoy working at the nursery, and comment on the positive relationships they have with leaders.

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Leadership and governance Expected standard

Leaders and staff value parents as partners in their child's learning and development. Parents are invited to attend story times and share books at home with their children through the settings' library. This has had a positive impact on children's love of books. Parents speak positively about the valuable support and guidance they receive through parents' evenings, daily conversations and keeping updated on their child's progress through an online app.

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

Children enjoy their time in this welcoming pre-school. They form positive relationships with staff who are responsive to their needs. Staff value children's unique views and ideas, and children flourish. Children feel safe and secure, making independent choices in their play. They are quick to busy themselves and confidently say their goodbyes to parents and eagerly explore with their friends. Those requiring a little more reassurance are greeted by their key person who remain close by and guide them to activities based on their interests. Children enjoy a wide range of child led and adult led activities throughout the day. These are planned to support children's learning and development at a steady pace. All children, including those with special educational needs and/or disabilities, and those who face other barriers to their learning, are supported effectively to build on what they already know and

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

Children interact well with their friends and staff. They engage in a wide range of exploratory play opportunities, and remain engaged in their chosen activity. They offer a wide range of exploratory play opportunities. For instance, babies explore texture as they crunch cereal in their hands, toddlers manipulate dough and learn how to use tools safely, while older children investigate colour mixing as they combine powder paints. In the outdoor area, children of all ages play alongside each other well and demonstrate high levels of involvement. They follow simple instructions and respond positively to reminders about turn- taking. When it is time to go indoors, children demonstrate their independence skills. They change out of their wellies and hang up their coats, showing a sense of responsibility for their belongings and a secure understanding of the daily routines. Children develop the skills and knowledge required for their next stage in learning and move to school.

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Next steps

Leaders should ensure that routine activities such as toothbrushing, are adapted, when needed, to fully include the youngest children. Leaders should continue to guide and coach staff, to build on their practice and ensure that interactions with children are of a consistently high quality. Leaders should target staff training more precisely to further support staff development.

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About this inspection

The inspector spoke with leaders, practitioners, the SENCo and parents during the inspection.

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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.

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Address:

Rise & Shine Nursery 108 Ledbury Road Peterborough PE3 9PN

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Rise and Shine Day Nursery Peterborough Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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Facts and figures used on inspection

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

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Exceptional

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

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Strong standard

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

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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.

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Needs attention

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

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Urgent improvement

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

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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.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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

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