Perimount Day Nursery

Perimount Day Nursery

Unique reference number (URN): 2835598 Address: 187 Fraser Road, Sheffield, S8 0JP Type: Childcare on non-domestic premises Registered with Ofsted: 29/03/2025 Registers: EYR Registered person: Early Years Care & Education 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

Leaders and staff provide a wealth of learning opportunities through caring interactions in well-equipped provision. This means children make steady progress across all areas of learning and development and are generally motivated to learn. Staff use observation and assessment to monitor achievement and identify next steps. As a result, children develop the knowledge and skills expected for their age and stage of development, and are prepared for their next stage of learning, including school.

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Achievement Expected standard

Adults respond sensitively to individual needs. This means all children, including those with barriers to their learning and development, make secure progress in their personal, social and emotional development. They are confident and independent in social interactions and play cooperatively with peers. Children are proud of their achievements. For example, they proudly show the paintings they have created, and they display pleasure when they successfully build sandcastles and independently use climbing equipment. This supports their resilience and perseverance. Parents are 'really pleased' with children's progress and say they 'come on leaps and bounds' from their starting points.

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Behaviour, attitudes and establishing routines Expected standard

Children follow well-established routines and understand what is expected. Visual timetables and use of songs, such as the 'Hello' song, help children become familiar with daily routines. Makaton signing, visual prompts and sand timers support transitions. This helps all children, including those with special educational needs and/or disabilities, understand expectations and anticipate what happens next. Children take ownership of their learning. For example, toddlers use a 'choice board' to decide whether to sing or read a book next, promoting decision-making skills.

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Behaviour, attitudes and establishing routines Expected standard

Children generally behave well and typically show positive attitudes to learning. On occasion, adults' expectations for attentive listening are not consistently high, so some children briefly lose focus. Staff usually use calm guidance and gentle reminders to support children, including babies, to manage feelings and behaviour. Staff use praise and encouragement effectively. As a result, children cooperate well during play and daily routines.

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Behaviour, attitudes and establishing routines Expected standard

The key-person approach is highly effective. Children feel safe, well cared for and develop positive relationships with warm, caring staff. Babies and children seek comfort from familiar adults and develop secure attachments. In free-flow play, staff encourage self-regulation and consideration of others. Children learn to share resources, take turns and collaborate. Close communication with parents and carers helps staff provide consistent support. Leaders ensure parents understand the importance of attendance and punctuality. This means children enjoy their nursery sessions and take part in new experiences.

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Children's welfare and wellbeing Expected standard

Children are well cared for and happy in this nurturing setting. Leaders prioritise relationships with parents and carers. Staff value the information parents share and use it effectively. Bespoke settling-in arrangements are in place and fully support individual children's needs. The key-person model is highly effective. Warm, positive relationships ensure children are well supported. As a result, they develop a secure sense of wellbeing and are ready to learn. Staff support children to manage their feelings appropriately for their age and stage of development. For example, they use books for all children to explore emotions. Older children use emotions sticks and visual emotion boards. Babies enjoy looking in the mirror to explore feelings and expressions.

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Children's welfare and wellbeing Expected standard

Leaders ensure routines, including sleeping, weaning and feeding, meet children's needs. On the whole, hygiene practices are of a high standard, and children's personal care needs are sensitively met. There are self-care stations throughout the setting, providing access to drinking water, wipes and tissues. The youngest children access these areas with support, and older children use them independently. This supports children to take responsibility for their health, hygiene and wellbeing. Children enjoy healthy food and drinks. Staff diligently follow allergy procedures to ensure children's safety and wellbeing. During mealtimes, adults eat alongside the children and act as role models. Overall, children are encouraged to share, use good manners and develop independence. For instance, older children independently serve themselves and clear away after eating. They are encouraged to 'thank the chef', promoting gratitude and social skills.

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Curriculum and teaching Expected standard

Leaders have designed a well-sequenced curriculum that promotes progression across all areas of learning. Purposeful provision and positive, trusting relationships underpin learning for all children, including those with special educational needs and/or disabilities, disadvantaged children and those facing barriers to learning and/or wellbeing. Leaders and staff prioritise children's personal, social and emotional development. Children learn to manage their feelings, discuss emotions and interact with their peers. Children develop physical skills through daily outdoor play where they balance and climb. They strengthen fine motor control through sensory and creative experiences. For example, they scoop and make marks in the sand and use tools with increasing control when painting and drawing.

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Curriculum and teaching Expected standard

Staff encourage children's language development through daily songs, stories, 'word of the week' and 'core book' activities. Children, including babies, thoroughly enjoy these opportunities and eagerly join in with action songs and repeated phrases from well-known books. On occasion, staff do not promote the use of more ambitious vocabulary or consistently use open-ended questioning to support back-and-forth conversation. This means, children do not always have the opportunity to practise using new words in conversation. Children's early mathematical skills are supported through everyday experiences. They complete number jigsaws, count fingers when hand printing and name shapes as they draw pictures. However, staff do not consistently use all opportunities to extend learning. As a result, children's understanding of mathematical concepts and problem-solving is not consistently embedded. Staff use assessment effectively to understand what children know and can do. They identify

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Curriculum and teaching Expected standard

appropriate next steps. This means children typically gain the knowledge and skills needed for future learning.

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Inclusion Expected standard

Leaders and staff create an inclusive atmosphere and quickly identify children's emerging needs and gaps in learning and development. With support from the special educational needs coordinator, they notice and respond to barriers that affect children's learning or wellbeing. This means every child, including those with special educational needs and/or disabilities (SEND) and those facing disadvantage, achieves and belongs. Leaders create 'one-page profiles' so all staff are aware of individual learning needs. Staff typically adapt teaching to provide appropriate support. For example, Makaton signing and visual aids, including 'now and then' boards, are used well. As a result, children are supported to understand and communicate.

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Inclusion Expected standard

Progress is closely tracked for all children. Staff work in partnership with parents and other professionals. This enables gaps in learning and development to be identified early, and children are typically supported well. Leaders have identified training needs to further develop staff SEND knowledge and confidence. Staff demonstrate their understanding of the continuous cycle of support by using assessment to identify children's needs and plan targeted interventions. For example, attention-building interventions develop children's shared focus and promote effective early communication.

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Inclusion Expected standard

Leaders use additional funding, such as the early years pupil premium, thoughtfully to meet children's needs. They rigorously monitor any barriers to learning and use funding to provide resources that support children and families and broaden opportunities for those facing disadvantage.

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Leadership and governance Expected standard

Leaders have a clear vision for the nursery and demonstrate a secure understanding of their responsibilities. They are passionate about the care and education children receive and provide strategic oversight. Leaders ensure there are robust systems for safer recruitment and staff induction. Apprentices and newly appointed staff receive tailored support from experienced colleagues. Leaders and staff have created a positive and nurturing environment where children thrive. Decisions made are in children's best interests. Engagement with professionals and external agencies effectively supports all children, including those with special educational needs and/or disabilities and those who face barriers to their learning. Leaders are reflective and typically understand the setting's strengths and areas for development.

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Leadership and governance Expected standard

Leaders ensure staff complete all mandatory training. Supervision meetings support staff to identify development targets to enhance their knowledge and skills. Leaders do not consistently support staff in enhancing their knowledge and skills through professional development. This means children do not always benefit from fully embedded high-quality interactions. Leaders ensure safeguarding knowledge is secure through regular training and ongoing support. The wellbeing of staff is a priority, and caring leaders support staff in their roles. Staff achievements are recognised through the 'employee of the month' celebrating good practice. Leaders are positive role models. Staff feel valued and supported, and there is a real sense of teamwork.

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Leadership and governance Expected standard

Leaders have established a caring ethos based on positive relationships and parent partnership. Parents and carers' feedback is overwhelmingly positive. They appreciate the 'care and attention' provided by staff. Parents are invited in to spend time with their children when they transition into the next stage in nursery. They are 'reassured' about their children's learning and development and feel their children are well supported. Parents value the regular information they receive about their child's care and learning through the online app and discussions with their child's key person.

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

Children feel safe, secure and valued in this welcoming and inclusive environment. Positive relationships are at the heart of this setting. Children confidently play, explore and learn because they feel known and are well supported. Staff value children's individual interests, experiences and backgrounds. For example, children enjoy looking at photographs of their families in the 'This is me' book. They make peg dolls to match family members and enjoy drawing pictures of their homes. This helps children feel included and develop a sense of belonging. Children build friendships as they play and learn. Children's independence is encouraged. For example, older children, including those with barriers to their learning, enjoy doing 'busy jobs' such as handing out resources and taking messages to other rooms. This develops children's confidence, independence and sense of responsibility.

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

Children typically engage in a range of well-planned, purposeful experiences. They enjoy their learning and benefit from a varied and engaging curriculum. They receive praise from trusted adults and take pride in their achievements. Children develop a love of stories and songs. This underpins the development of knowledge and skills across all areas of learning. For example, babies explore stories and use story props in the sand. They develop number concepts as staff point and count while singing the '5 Little Ducks' song. Older children sing the 'Hello' song, and they join in eagerly signing and singing hello. Staff introduce the 'language of the month' which is linked to home languages spoken by some children. As a result, children celebrate diversity, highlighting the inclusive nature of the nursery.

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

Children are supported to play an active role in their local community. For example, children buy flowers from the shop and give them to members of the public to brighten their day. Children experience consistency between home and nursery through the close professional relationships staff build with their families. Parents and carers feel well supported and value the regular communication about their children's learning and wellbeing. Parents are clear

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Early Years Care & Education Ltd on how they can continue to support children's learning at home. They borrow books and activity packs from the lending library and uniform from the 'swap shop'. Parents praise the 'positive, caring and nurturing environment' in which their children thrive.

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Next steps

Leaders should continue to support staff in strengthening high-quality interactions, so that staff confidently extend learning and maximise opportunities for children to focus their attention, deepen their understanding of mathematical concepts and problem-solving, and use ambitious vocabulary in back-and-forth conversations. Leaders should further develop the culture of continual improvement by reviewing the effectiveness of professional development, so that staff confidence and high expectations become consistently embedded in practice to meet the differing needs of all children.

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About this inspection

The inspector spoke with leaders, staff, children and parents and carers 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. Register(s): EYR

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 19:00

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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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