The Peartree Kindergarten

The Peartree Kindergarten

Unique reference number (URN): EY285889 Address: Conway Close, Maidenhall, Ipswich, Suffolk, IP2 8PR Type: Childcare on non-domestic premises Registered with Ofsted: 26/08/2004 Registers: EYR, CCR, VCR Registered person: The Peartree Kindergarten Limited

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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 Needs attention

There are inconsistencies in the frequency of high-quality interactions between staff and children, which means all children do not achieve consistently across all areas of learning. Children with special educational needs and/or disabilities (SEND), or those who are known (or previously known) do not always get the continuous support they need. For example, they do not benefit from staff adapting their interactions and teaching strategies in line with children's individual support plans. This means these children do not consistently making the progress they are capable of towards achieving their next steps in learning.

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Achievement Needs attention

Babies and toddlers benefit hugely from activities planned to support children's social communication skills. For example, toddlers make dough with staff. They demonstrate accomplished skills in turn-taking when independently offering their peers a turn to mix the dough. Toddlers clap each other's achievements. Toddlers push their chairs under the table when they have finished playing. This shows they already understand steps to take assure theirs own and others' safety.

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Behaviour, attitudes and establishing routines Needs attention

Leaders ensure that a written behaviour policy and procedures are in place. Staff work with parents and carers and early years advisers to put individual support plans in place for children who have difficulties in regulating their emotions and behaviours. However, leaders do not monitor staff's practice efficiently enough to ensure all staff implement these consistently well.

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Behaviour, attitudes and establishing routines Needs attention

When there is a dispute over a popular toy and children snatch from their peers, occasionally, staff ignore this undesirable behaviour. This particularly impacts on children with barriers to their learning or special educational needs and/or disabilities. For example, when staff do not follow specific strategies in their support plans to reduce inappropriate behaviours, children's attitudes to learning positive behaviours are diminished. This hinders the progress children make in understanding the needs of others and regulating their emotions effectively.

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Behaviour, attitudes and establishing routines Needs attention

Staff are caring and initiate discussions with children during their play that are meaningful to them. This helps children to build trusting attachments to staff. Staff encourage children to wash hands before eating and after visiting the toilet. This helps children develop some good hygiene routines that can boost attendance, by limiting time children are off due to illness.

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Children's welfare and wellbeing Needs attention

Leaders do not monitor staff's practice closely enough to continuously promote children's welfare and wellbeing to the highest standards. They have created detailed plans for individual children for staff to follow and, overall, these are implemented well. However, key staff working with children do not always fully understand and implement strategies on children's individual support plans. For example, staff do not use visual cards to help children to pause and think of their actions when they find it difficult to regulate their emotions. This lack of a consistent approach by staff reduces children's ability to begin to express their emotions in positive ways to continuously maintain high levels of welfare and wellbeing.

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Children's welfare and wellbeing Needs attention

Staff meticulously follow care plans for children with complex health needs. They seek bespoke training from external professionals. This assures an inclusive and supportive environment for all children to feel a sense of belonging and thrive in.

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Children's welfare and wellbeing Needs attention

Overall, children's safety is promoted well. Staff are extremely vigilant to ensure children are protected in the sun. Staff introduce a Makaton sign of the day to help all children to understand words, such as 'hot', and what to do to keep themselves safe in the sun. Sleep safety routines are robust. Staff organise mealtimes and follow safer eating procedures very well.

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Curriculum and teaching Needs attention

Leaders are at the early stages of implementing a revised curriculum. Their ambitions for the curriculum and teaching are appropriate. There are some current inconsistencies however in staff's implementation of the curriculum. This has a negative impact on the progress particular groups of children are making.

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Curriculum and teaching Needs attention

Staff can identify children's next steps and describe activities that could support their development. However, they do not translate these intentions consistently into purposeful and well-structured learning experiences that meet children's individual needs. At times, children with special educational needs and/or disabilities (SEND), or those who are known (or previously known) to social care do not always get support they need to thrive. For example, some daily routines are disorganised. Staff do not always notice children with SEND have not wiped their faces after eating. This means they these children are missing out on learning important self-care routines. This hinders opportunities for all children to build securely on what they already know and can do and help them establish routines ready for school.

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Curriculum and teaching Needs attention

Leaders and staff work hard to support children's communication and language development. Staff provide small communication groups and employ speech and language therapists. This supports children's speech, language and communication development and strengthens inclusion. For example, where possible, leaders allocated children who speak English as an additional language a key person who speaks their first language. Staff promote children's home languages through stories and conversations. This helps children to build confidence as they learn English.

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Inclusion Needs attention

Leaders do not ensure children frequently receive the individual support they need to continually thrive and maintain high levels of wellbeing. They provide enhanced staff support in rooms where there are many children with additional learning needs. However, staff do not use visual 'now and next' boards, recommended by external professionals consistently or effectively enough to support children during transitions. As a result, children with special educational needs and/or disabilities or other barriers to learning do not always have enough time to prepare for change.

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Inclusion Needs attention

When children become upset, staff do not consistently use the agreed strategies known to support them. This limits children's ability to manage their feelings and behaviour. Additionally, it reduces the time staff can spend helping other children settle into routines. The learning and wellbeing of all children is affected at these times.

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Inclusion Needs attention

Leaders are aware of children's differing needs throughout the setting. They identify children's needs quickly and accurately with effective settling-in processes. Leaders gather in-depth information from parents and carers and any other professionals working alongside children and their families. Staff regularly share information about individual children's progress with parents. Leaders and key staff work well with social workers, parents and other professionals to plan and provide multi-agency support for children who are known (or previously known) to children's social care. This improves outcomes for these children.

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Leadership and governance Needs attention

There have been some recent changes to the leadership team, and a new curriculum is in the early stages of implementation. This is undoubtedly having an impact on how leaders are recognising and identifying weaknesses in staff practice. Nonetheless, leaders want to provide a high-quality setting where children, families and staff can thrive. They have recently developed action plans to support this. For example, with high levels of children attending with special educational needs and/or disabilities (SEND), staff have been enrolled in forthcoming SEND training. This aims to help staff in their roles and to understand their responsibilities securely and ensure children with SEND or any other barriers to their learning and/or wellbeing, reach their full potential.

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Leadership and governance Needs attention

Staff generally feel supported by leaders and report high levels of wellbeing. Enthusiastic staff express how they seek further training opportunities to help them improve their knowledge and expertise, particularly when supporting children with SEND.

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Leadership and governance Needs attention

Overall, parents are happy with the service provided. Parents can share any concerns they may have and feel that these are acted upon appropriately and swiftly. Parents applaud the daily communication they receive about their child's day. Alongside this, regular parent evening's help them to know how to further support and extend their children's learning at home.

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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

There are some weaknesses in the quality of staff's teaching and interactions. This means not all children, including those with special educational needs and/or disabilities (SEND) or other barriers to their learning, consistently make the continual progress they are capable of.

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

Despite this, all children make some progress from their starting points, particularly in their communication and language. This is enhanced with trips to visit the local library and talking to older people during visits to care homes in the community. Children do benefit from some carefully planned and enjoyable activities and experiences, and enjoy inviting friendly staff into their play. They benefit from assessments that identify their needs and the support required. However, leaders do not ensure that key staff fully understand or use some children's individual support plans. For example, children who need help to manage their behaviour receive mixed messages from staff. This confuses children and can lead to them to not understanding boundaries and frustration.

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

Children experience a recently revised curriculum. They choose from activities across all areas of learning, which generally reflects their interests. For example, children show fascination and deep concentration as they make photo frames outdoors with natural resources they collected. Children recall experiences such as when they spotted red squirrels at the park. This helps them to develop their speech, language and confidence in sharing ideas when progressing to school.

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

However, some children, including those with SEND or other barriers to their learning, do not consistently receive teaching experiences that stimulate their curiosity, interest or excitement. This can lead to children learning by chance. While staff supervise these children as they play, children do not consistently benefit from interactions that build on what they already know and can do.

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

Staff prioritise children learning outdoors. Children develop a culture of respect for the natural world around them. They demonstrate how choices they make can affect the world around them. For example, children explain excess water they have collected could be used to help plants to grow.

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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

provide all children, including those with special educational needs and/or disabilities, with well-planned and purposeful activities based on their individual learning and development needs to help them continually make steady progress 10/07/2026

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Action Completion Date

improve the effectiveness of staff supervision sessions to ensure they have a clear understanding of their roles and responsibilities and receive training, support and coaching to improve their personal effectiveness 10/07/2026

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Action Completion Date

ensure staff understand and manage children's behaviour consistently well and in ways to meet the individual needs of children 03/07/2026

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Action Completion Date

take all reasonable steps to ensure staff follow children's individual plan's to consistently maintain 26/06/2026

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Address:

Conway Close Maidenhall Ipswich Suffolk IP2 8PR

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: The Peartree Kindergarten Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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Action Completion Date

children's welfare and wellbeing to the highest standard.

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About this inspection

The inspector spoke with providers, leaders, staff, parents and carers, the special educational needs coordinator and children 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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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. 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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