Pepper Royd Day Nursery & Forest School

Pepper Royd Day Nursery & Forest School

Unique reference number (URN): 2823907 Address: 49c Bath Street, Dewsbury, West Yorkshire, WF13 2JR Type: Childcare on non-domestic premises Registered with Ofsted: 30/01/2025 Registers: EYR, CCR, VCR Registered person: Pepper Royd Day Nursery 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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Behaviour, attitudes and establishing routines Expected standard

Leaders set high expectations for children's behaviour, and children generally understand what is expected of them. For example, when children help build a fire to cook their lunch on, they listen intently to the rules and follow these well. Children listen for their name, and when the practitioner calls them, they carefully approach and place sticks on the fire. This develops children's listening skills and how they begin to understand and manage risk.

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Behaviour, attitudes and establishing routines Expected standard

Practitioners have secure bonds with children and their families and know them well. They take time to get to know children during settling-in sessions, which are tailored to meet children's needs. Parents and carers speak highly of the setting, and the relationships that practitioners and children develop. Practitioners generally encourage children well to work together on tasks. For instance, when using the water dispenser, older children help younger ones to turn on the tap, helping develop their self-esteem and sense of responsibility.

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Behaviour, attitudes and establishing routines Expected standard

Leaders adapt routines to ensure that all children's needs are supported. For example, children with special educational needs and/or disabilities and those who face barriers to their learning have the option to leave the area that is used for meals when it is busy and return when it is quieter. This helps to ensure that they do not become overwhelmed. Practitioners notice key indicators of children's emotions and intervene quickly, when needed. Leaders have effective procedures in place to promote and monitor children's attendance.

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Children's welfare and wellbeing Expected standard

Leaders and practitioners prioritise children's personal, social and emotional development, helping them to enjoy their interactions. Children ask where their friends are as they wait for them to arrive, showing great excitement when they do. Practitioners develop bonds with children, who feel secure and benefit from the positive attachments. For instance, the babies show delight in playing a game of peek-a-boo with a familiar practitioner, maintaining focus on the game for a period of time.

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Children's welfare and wellbeing Expected standard

Leaders and practitioners adapt routines to meet the individual needs of children, including those children with special educational needs and/or disabilities and those who face barriers to their learning. For example, when children show signs of tiredness, practitioners help them to settle by taking them to a quieter area and notify parents and carers of any change to their usual routine. Positive relationships with parents enable practitioners to have supportive communications with them.

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Children's welfare and wellbeing Expected standard

Leaders offer children a variety of healthy foods, and children and practitioners sit together at mealtimes. Practitioners role model sociable and polite practice by eating alongside children and encouraging the use of manners. For instance, children are encouraged to say 'please' and 'thank you' and to use cutlery to eat their food. Practitioners talk to children about the food they are eating, although teaching opportunities during these conversations

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Needs attention

are not always used effectively. Leaders have implemented procedures for children who have dietary requirements and/or allergies.

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Inclusion Expected standard

Children with special educational needs and/or disabilities (SEND) and those who face barriers to their learning typically make progress. Leaders have implemented support plans for children with SEND and those who face barriers to learning. This assists practitioners with adapting environments and breaking learning down into smaller steps. For instance, children can access a sensory room to regulate their emotions, away from the larger group.

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Inclusion Expected standard

Leaders and practitioners' complete regular assessments of children to ensure that any gaps in learning are identified. They have developed positive relationships with parents and carers, enabling valuable 2-way communication.

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Inclusion Expected standard

Practitioners have secure relationships with children with SEND and those who face barriers to their learning. They carefully adapt the ways in which they communicate with children to meet their individual needs. For instance, practitioners use visual prompt cards and 'now and next' boards to communicate with children who are non-verbal and those who speak English as an additional language.

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Inclusion Expected standard

Leaders support parents well in making referrals to external agencies for additional support. They use additional funding effectively, for instance, to develop and enhance the outdoor space to support the physical needs of children.

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Achievement Needs attention

Older children make progress and build on what they already know. They typically develop the skills they need for the next stage of learning. However, inconsistencies in teaching and insufficient adaptation to reflect children's ages and stages of development impacts younger children's progress.

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Achievement Needs attention

Children with special educational needs and/or disabilities and those who face barriers to their learning make progress in their communication skills, with the use of visual prompts. Children with speech delays proudly begin to repeat single words.

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Achievement Needs attention

Children develop independence skills, self-serve their meals, access their own drinking water and, when appropriate, access the bathrooms independently, with an adult close by. This helps children to develop resilience and perseverance.

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Curriculum and teaching Needs attention

Older children are given opportunities for extended thinking. For instance, during forest- school sessions, children are asked about the rules of using the saw when cutting wood. Older children within the group respond to these questions confidently. However, discussions are not tailored to meet all children's needs, which, in turn, leads to children becoming disengaged from learning. This has an impact on how well children become confident learners.

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Curriculum and teaching Needs attention

Leaders and practitioners regularly assess children's development and monitor progress from their starting points. However, practitioners do not always understand the curriculum well enough and what they want children to learn. This means that not all children are making the progress that they are capable of. Some mathematical language is used. For example, while children play hopscotch in the garden, practitioners count as children jump on the squares. However, this is not thoroughly embedded into practice and is often incidental.

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Curriculum and teaching Needs attention

Children with special educational needs and/or disabilities and those who face barriers to their learning are supported well. Leaders implement support plans to provide targeted support.

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Curriculum and teaching Needs attention

Children are supported to develop their physical skills, indoors and outdoors. Practitioners allow babies the space to develop independence and are close by to support them, when required. Babies confidently sit down on the step, turn around and come down backwards to access a different area of the room, for instance. Practitioners offer praise, and babies smile at their achievements. Leaders and practitioners generally support children's communication and language skills appropriately.

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Leadership and governance Needs attention

Leaders make decisions based on the interests of children attending. They demonstrate the ability to identify when changes are needed and monitor the impact of these generally well. There have been recent changes to leadership and the staff team. Although leaders have begun implementing changes, they are not yet having an impact due to needing more time to embed into practice.

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Leadership and governance Needs attention

Although leaders have general oversight of the setting's areas for development and conduct observations of staff's practice, practitioners' development and training are not yet sufficiently effective, which leads to inconsistencies in teaching.

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Leadership and governance Needs attention

Leaders have a sound understanding of safeguarding and ensure that practitioners are regularly questioned on safeguarding topics to maintain their knowledge. Leaders support practitioners' wellbeing through regular supervision sessions, which helps to ensure that their workload is manageable.

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Leadership and governance Needs attention

Leaders promote children's attendance and quickly follow up on any child who does not attend their usual sessions. Leaders have developed partnerships with parents and carers, and typically communicate effectively with them, sending out newsletters and using an electronic system to keep them up to date about their children's learning. Parents speak positively about the updates they receive about their child's day and the support they receive as a family.

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Compulsory Childcare Register requirements

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

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Register

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

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Voluntary Childcare Register requirements

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

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Register

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

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

Children's learning is not fully supported as the curriculum is not consistent across all areas of the nursery. Teaching is not always delivered at a level that is age- and stage-appropriate, leading to children not making the best possible progress.

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

Children are welcomed into the warm, safe environment and are eager to greet their friends and begin their day. Children are made to feel safe and secure. Therefore, they show confidence as they explore their surroundings independently. Children play alongside their peers and develop their social skills as they take turns with the hoops in the garden. Children access outdoor and forest-school areas, where they plant, grow and look after vegetables and flowers. Children spend a lot of time outdoors, helping to develop their knowledge about the natural world. Children cook their lunch on the campfire and learn about managing risks in a safe and controlled environment. Physical development is prioritised, and children of all ages have lots of opportunities to develop physical skills.

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

Children develop strong bonds with the practitioners. Parents share information about children's previous experiences and routines prior to them starting at the setting. This enables practitioners to provide care that is individual to the child. Leaders closely monitor children's attendance.

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

Children with special educational needs and/or disabilities and those who face barriers to their learning are supported through the use of support plans. Practitioners celebrate children's successes. For example, when children, at lunchtime, are able to remove lids from their yoghurt pots, practitioners cheer and children show delight in their achievement. This builds children's self-esteem and motivation to learn.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following actions by the assigned date:

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Action Completion Date

ensure that teaching is consistent, high quality and in line with children's age and stage of development to fully support children's learning 04/06/2026

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Action Completion Date

implement robust systems for training and development of practitioners to enhance their knowledge and skills to support high-quality teaching. 04/06/2026

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About this inspection

The inspector spoke with leaders, practitioners, the special educational needs coordinator, children 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:

49c Bath Street Dewsbury West Yorkshire WF13 2JR

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Pepper Royd Day Nursery Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 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

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 .

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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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