Pepperberry Day Nursery

Pepperberry Day Nursery

Unique reference number (URN): EY429884 Address: Hawthorn Street, WILMSLOW, Cheshire, SK9 5EL Type: Childcare on non-domestic premises Registered with Ofsted: 15/09/2011 Registers: EYR Registered person: Pepperberry Day Nurseries 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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Inclusion Expected standard

Leaders and staff support children with special educational needs and/or disabilities (SEND) well. They identify where children need extra support and act upon this. They work closely with other professionals and implement strategies that have a positive impact on children's language and emotional development, particularly children with SEND. This helps to prevent children from falling behind their peers. Children who may just need a little extra support are identified swiftly by staff. Plans are put into place, and progress is regularly monitored to assess the children's development. As a result, children with SEND are making positive progress, particularly in relation to managing their own emotions.

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Inclusion Expected standard

Staff form effective working relationships with parents, particularly in relation to children who speak English as an additional language. Staff learn key words in the children's home language and implement these in practice alongside the English word. This helps to develop children's understanding and their sense of belonging. Although teaching does not support all children's needs effectively, children with SEND and other barriers to learning are making steady progress.

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Achievement Needs attention

Due to the areas of the curriculum that need improving, children are not able to achieve their full potential. For example, younger children struggle to fully engage in activities and are not consistently encouraged to immerse in age-appropriate activities. This does not support them to progress in all areas of their development.

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Achievement Needs attention

Children are making some progress. Older children are developing an understanding of numerals and quantities. They are building their skills, knowledge and understanding of mathematical concepts. Younger children enjoy singing songs and moving their bodies to sound. They are developing a rhythmic movement to music.

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Achievement Needs attention

Children express themselves well through language. Older children can explain their understanding. For example, children inform their teacher that they need water to be able to make their sandcastles stick together. However, during some group times, teaching is not always adapted to support and challenge children, as some staff do not fully understand what they intend for children to learn. For example, some staff intend to develop children's communication and language skills through sensory experiences, but then do not promote these clearly during their teaching.

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Behaviour, attitudes and establishing routines Needs attention

Inconsistency in how the daily routine is implemented does not fully support all children to know what is expected of them. At times, the routine is disorganised, leading to some children's behaviour becoming disruptive. For example, before mealtimes, due to staff not fully engaging children, they sometimes become bored and begin to wander around. This does not consistently support children's behaviour. Since the last inspection, leaders have improved the strategies put into place to support children's behaviour. Staff have had training to support the implementation of these strategies, for example the use of traffic light systems to help older children understand what is expected of them. However, this is not being implemented successfully throughout the setting.

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Behaviour, attitudes and establishing routines Needs attention

Leaders and staff are aware of the negative impact that poor attendance may have on children's development and promoting positive attitudes to learning. Leaders work proactively with parents to help support children's regular attendance and positive attitudes. As a result, this supports children's engagement in experiences and develops their confidence to have a go at things they may have initially found difficult.

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Behaviour, attitudes and establishing routines Needs attention

Typically children form warm and positive relationships with their key person. They regularly seek them out to talk about what they are doing. For example, pre-school children excitedly show and tell their teacher about the models they have built. Children show they are confident and secure to express their thoughts and ideas.

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Children's welfare and wellbeing Needs attention

There are inconsistencies in hygiene practices throughout the setting. For example, staff do not consistently recognise and act promptly to meet children's personal care needs, such as ensuring dirty noses are cleaned. This does not promote all children's wellbeing. Children do not always have opportunities to develop their independence skills. Older children develop some skills they will need for when they go to school, such as serving their own food and pouring drinks. However, babies are not supported as well to develop their self-care skills, such as developing self-feeding skills. This does not steadily promote their self-care development. That said, staff do promote handwashing with children through the setting, which helps to minimise the spread of infection.

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Children's welfare and wellbeing Needs attention

Some staff, at times, struggle to adapt their practice to meet the individual needs of children. For example, when children are struggling to settle, staff do not always know how to respond to comfort them. This means children's emotional development is not consistently supported. Nevertheless, staff demonstrate a caring approach and seek to comfort children, although their strategies are not always effective.

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Children's welfare and wellbeing Needs attention

Leaders and staff create a welcoming space for children both indoors and outdoors. Activities spark children's interests. For example, younger children engage happily in stories, excitedly copying repeated phrases. Older children enjoy exploring the different sounds instruments make with staff as they sing songs. Typically, children display enjoyment in play and learning.

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Curriculum and teaching Needs attention

Since the last inspection, leaders have been working on embedding a sequenced curriculum. Some improvements have been made, but these have not been in place long enough to determine their impact on children's learning and development. Therefore, they are not yet fully improving outcomes for children. Consequently, implementation of the curriculum is inconsistent throughout the setting. This impacts on the quality of teaching some children receive. For example, activities are not always pitched at the right level and lack the challenge children require to progress further in all areas of their development.

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Curriculum and teaching Needs attention

Communication and language development is not fully supported for all children. In some cases, staff ask children thought-provoking questions, which encourage them to develop their thinking and language. However, other children do not receive the same level of interaction, which may impact on their communication skills.

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Curriculum and teaching Needs attention

Older children are developing an understanding of making marks. During a free-play activity, children talk about the marks they are making and following patterns. This develops their understanding and supports early writing skills. Younger children engage in sensory experiences moulding dough as staff encourage them to roll the dough. Staff reassuringly support children to have 'can-do' attitudes to learning.

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Leadership and governance Urgent improvement

The provider does not have sufficient oversight of the setting. There are several breaches of the early years foundation stage statutory framework. This has a significant impact on staff wellbeing. As a result, the quality of the workforce does not meet an adequate standard. This impacts on the care and education that children receive on a daily basis.

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Leadership and governance Urgent improvement

The deployment of staff is not effective. Leaders have not ensured that the workload of children's key persons is shared effectively and is manageable for staff. As a result, the workload for some staff is too high, negatively affecting their wellbeing. This reduces their capacity to consistently deliver high-quality practice that supports the best possible outcomes for children.

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Leadership and governance Urgent improvement

Inconsistencies in support and oversight of staff impact on how well staff understand their role and responsibilities in supporting the needs of all children. For example, some staff do not understand how to fully engage children and guide them through learning experiences and parts of the daily routine. Consequently, other staff become overwhelmed. Although leaders are aware of some of these weaknesses, they have not taken action quickly enough to improve outcomes for children and staff. Since the last inspection, the setting has improved procedures for monitoring staff training and development. Some of this impact can be seen, particularly in relation to helping staff to implement strategies to support children's behaviour. Leaders have strengthened their safeguarding procedures since the last inspection. They ensure that when concerns arise regarding children's welfare, they respond by informing the

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Leadership and governance Urgent improvement

appropriate agencies and maintain clear records. Staff understand child protection procedures and how to take appropriate action to raise concerns with leaders. This helps keep children safe in the setting.

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

Leaders do not have secure oversight of the setting. This has led to breaches in the early years statutory framework that negatively affect staff wellbeing and workload. Consequently, this has an impact on the care and education children receive. For example, staff are overwhelmed by the amount of children they are supporting. Therefore, some activities become rushed or interrupted by others. As a result, children become bored and disengaged. Weaknesses in the implementation of the curriculum impact on children fully reaching their overall potential. For example, some engagements with children lack quality language and interaction. This impacts on some children progressing further in their communication and language. Children's emotional wellbeing is not consistently supported. Due to routines not yet being fully embedded throughout the setting, children sometimes become uncertain of what is expected of them. This does not help support their emotional

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

security. Although breaches to requirements have a negative impact on children's learning, they do not have a significant impact on children's safety.

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

Children make some progress in learning. Staff encourage children's thinking and understanding. For example, children are asked thought-provoking questions about planning a journey. This encourages children to use and develop new vocabulary. However, support for children's communication and language development is not consistent throughout the setting. Typically, children are happy and secure at the setting. They access a welcoming and inviting environment that develops a sense of enjoyment to play and learn. Older children excitedly talk about the 'stew' they are making in the outdoor kitchen and explore how water flows in a water-play activity. Younger children splash in the water and are beginning to develop their mathematical development as staff count the ducks with them.

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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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Address:

Hawthorn Street WILMSLOW Cheshire SK9 5EL

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Action Completion Date

ensure staff welfare and wellbeing are supported to develop a quality workforce 29/07/2026

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Action Completion Date

ensure that staff are suitably deployed to meet the needs of all children 29/07/2026

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Action Completion Date

ensure all staff understand their roles and responsibilities in children's learning and development 29/07/2026

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Action Completion Date

ensure training provides staff with the skills to differentiate activities and provide appropriate challenge for children throughout all learning experiences 09/11/2026

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About this inspection

The inspectors spoke with leaders, practitioners, 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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About this inspection

We carried out this inspection as a result of a risk assessment, following information we received about the provider. The provider will be able to give parents further information about this. Type: Childcare on non-domestic premises

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About this inspection

Registered person: Pepperberry Day Nurseries Ltd

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About this inspection

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

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Urgent improvement

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Urgent improvement

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