Pippa's House Nursery

Pippa's House Nursery

Unique reference number (URN): 2522402 Address: 100 Blackborough Road, Reigate, Surrey, RH2 7DG Type: Childcare on non-domestic premises Registered with Ofsted: 16/04/2019 Registers: EYR Registered person: Sweetmile 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 Expected standard

All children make steady progress from their starting points. For example, children who struggle to focus their attention on activities and experiences are supported with various strategies, such as visual prompts. This helps children to learn what is expected of them and to remain interested in their current activity.

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Achievement Expected standard

Children are supported to learn new words in a range of ways, such as joining in with familiar stories and songs. They also generally benefit from purposeful interactions from staff, which builds on their ability to express their wants and needs. However, there are times that children are not fully supported to further build on their knowledge and skills. On these occasions, children do not have opportunities to embed what they have learned.

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Achievement Expected standard

Children enjoy exploring their surroundings and they take part in the range of activities that are available to them. For example, they learn to take turns to kick a football into a net. This helps children to develop their physical skills.

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Behaviour, attitudes and establishing routines Expected standard

Overall, all children show positive behaviour. Leaders ensure staff supervise children well, which enables them to respond promptly when they need support with their behaviour. For example, when children climb on the furniture, staff swiftly step in to support them. Staff also provide children with appropriate praise when they do something well, such as sharing the toys with their friends. However, at times, staff do not provide children with clear explanations about the impact of their behaviour. For example, when children spit their food out, staff tell them 'yucky' but do not explain why they should not do this. This does not fully support children to learn why they should not behave in certain ways.

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Behaviour, attitudes and establishing routines Expected standard

Children typically show a good attitude to learning. They enjoy exploring the range of activities and experiences, such as working together to fill and empty containers. Children also spend time setting challenges for themselves, such as creating their own obstacle courses. Children show a sense of pride in their achievements when they complete their task, and they spend time playing with the end result.

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Behaviour, attitudes and establishing routines Expected standard

Leaders have appropriate policies and procedures in place to promote children's punctuality and regular attendance at nursery. This helps to ensure that children receive consistent support in their development.

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Curriculum and teaching Expected standard

Leaders are ambitious for children's development, and they have designed a curriculum that supports all children to make progress. Since the new curriculum was introduced, leaders have been actively supporting staff to embed this. Overall, leaders have an effective oversight of the quality of experiences for children, and they recognise that there is still some further work to do to further embed this. Staff typically have a good understanding of

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Needs attention

what they want children to learn, and they plan a range of learning opportunities to support children to continue to progress in their development.

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Needs attention

Leaders place a strong emphasis on children developing secure bonds with staff so that they feel safe to explore and learn. As such children confidently engage in their learning environment. When children become unsettled, they are quickly reassured by their familiar adult, which enables them to quickly reengage in their learning.

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Needs attention

Overall, teaching is purposeful and builds on what children know and can do. For example, staff read stories that capture their interest and attention. Staff use these opportunities to teach them new words, which helps to extend children's developing vocabulary. However, at times, staff do not always consider ways to provide children with meaningful interactions as they explore their surroundings. At these times, children quickly lose interest, which does not fully enable them to engage well in their learning.

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Inclusion Expected standard

Leaders and staff have effective systems in place to ensure that they swiftly identify children's emerging needs. This includes regularly using assessment information, such as the progress check at age 2, observations and tracking children's progress. Leaders and staff ensure that they work well with parents and other agencies involved in children's care, including each child's new school that they will be moving on to after they finish at the nursery. This enables them to implement agreed strategies to ensure that children continue to make progress.

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Inclusion Expected standard

Leaders ensure that information about each child is available for new staff so that they are aware of how to best support them. However, at times, leaders do not check that new staff have read this information. This does not ensure that all children consistently benefit from teaching and support that fully meets their care and learning needs.

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Inclusion Expected standard

Leaders carefully consider how to use additional funding to secure better outcomes for children. Leaders ensure that they take into account each child's individual circumstances and they work with parents to make these decisions, such as providing children with more time to play outside. This helps to provide children with a range of learning opportunities to further build on their learning and development.

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Children's welfare and wellbeing Needs attention

Leaders have worked with staff to support their understanding of managing mealtimes effectively. However, changes to the staffing arrangements causes inconsistencies in practice. This means that at times, staff do not always communicate well with each other to ensure that they deploy themselves effectively. This sometimes results in children not being appropriately supervised while they eat. Leaders consider ways to support staff, such as reminding them of their roles and responsibilities. However, their strategies do not bring about improvements quickly enough, which does not fully promote children's safety at these times.

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Children's welfare and wellbeing Needs attention

Staff work well with parents and other agencies to gather appropriate information about children. They ensure that they have the most up-to-date and relevant information about children, including any new strategies that they need to implement within their practice. This helps staff to get to know children well so that they can meet their needs. As a result, children are settled and form secure attachments with staff.

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Children's welfare and wellbeing Needs attention

Children benefit from teaching that supports them to learn how to take care of their bodies. For example, staff build on stories to teach them about healthy foods. They also ensure that children frequently spend time in the outside play area, so that they have regular opportunities to daily fresh air. This provides children with clear messages about healthy lifestyles.

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Leadership and governance Needs attention

Overall, leaders recognise the strengths of their setting and have identified areas for further development. They have provided staff with support to enable them to organise mealtimes effectively, such as sharing information with them about safer eating, and observing mealtime routines. However, at times when there are changes to the staffing team, these procedures are not consistently well implemented. At these times, staff do not deploy themselves well, which results in children not being appropriately supervised as they begin to eat. Leaders sometimes wait for staff to recognise for themselves what they need to do to improve the organisation of mealtimes. This results in leaders delaying stepping in to resolve these inconsistencies, which does not fully enable improvements to be implemented quickly enough. However, leaders are reflective and consider ways to address these inconsistencies and bring about improvements. For example, they remind staff of the

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Leadership and governance Needs attention

expectations of how mealtimes must be managed. As such, staff are able to speak about their understanding of their roles and responsibilities, including during mealtimes.

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Leadership and governance Needs attention

Leaders place a strong focus on staff development in order to strengthen the quality of experiences for children. For example, they support staff to complete professional qualifications so that they can further build on their knowledge and skills. Leaders have also taken on board feedback from staff about their workloads. They have implemented some improvements, and they have an action plan in place to further improve this. As such, staff report that they enjoy working at the setting and feel well supported by leaders.

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

Children are cared for by staff who are nurturing and kind. This ensures that children settle easily when they arrive, and enables them to develop a sense of belonging at the nursery. Children have secure attachments with staff, and they check in with their familiar adult when they are feeling unsure. Staff respond warmly, which further builds on children's bonds with them.

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

Children progress well in their development. For example, staff support them to develop their understanding of mathematical concepts. This includes helping children to count the number of playdough pieces they have. This enables children to reinforce previous knowledge they have gained, such as number sequences.

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

Children learn to take care of themselves and others. For example, staff ensure that children wash their hands at appropriate times, and that they rest when they need to. Staff also teach children about how to care for babies. Children enjoy keeping their baby dolls clean in the water tray. Staff further build on this by using visual prompts to support children to learn about the other things that babies need, such as sleep, food and nappy changes. This helps children to make sense of their world around them.

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

Staff use a range of words when they speak to children. For example, they encourage children to explore the song time props. Staff talk about how the different props feel, such as 'bumpy', 'squishy' and 'spikey'. This helps children to build on their vocabulary.

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

Children are supported to develop their large and small muscles. For example, staff help children to manipulate the playdough in different ways. They encourage them to use different tools, such as patterned rollers and cookie cutters. Children enjoy observing the different marks that the tools make, which builds on their understanding of cause and effect. Staff also support children to use the ride on toys, which helps them to develop their coordination skills.

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Next steps

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

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Action Completion Date

Leaders must ensure that polices and procedures around safer eating are firmly embedded within staff practice. 17/07/2026

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Action Completion Date

Leaders must ensure that they implement effective coaching, mentoring and support so that staff have a secure understanding of their roles and responsibilities. 17/07/2026

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Address:

100 Blackborough Road Reigate Surrey RH2 7DG

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Address:

Type: Childcare on non-domestic premises

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Address:

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

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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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About this inspection

The inspectors spoke to leaders, staff 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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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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