Each Peach Childcare

What is it like to attend this early years setting?

Children receive a warm and friendly greeting as they arrive. Nurturing staff welcome them inside to begin their day. Children demonstrate excellent independence as they place their belongings away and confidently self-register. Babies build remarkably close and meaningful relationships with staff. Together, they look at books and have a cuddle as they settle into the nursery routine.

Staff promote children's curiosity and encourage their imagination. For example, children creatively explore items such as pebbles and milk bottle lids. They excitedly explain that they have made a shaker and demonstrate how it works. Furthermore, children carefully build structures. Staff encourage them to take turns as they accurately balance wooden blocks. Children are motivated and engaged in their learning.

Leaders provide an environment that is stimulating and interesting. Children have a range of experiences throughout the day. For example, they learn about different countries, such as Egypt. Staff replicate this learning in the indoor and outdoor play spaces. They provide children with pictures of significant places to inspire their learning further. Children and staff talk together as they compare the pyramids they have built out of shaped magnets. Children develop an understanding of the wider world.

What does the early years setting do well and what does it need to do better?

• Leaders are highly passionate about the care and education they provide. They have created a curriculum that is broad and ambitious. Staff demonstrate a good knowledge of this and implement learning activities that prepare children for the next stage in their education. For example, staff extend conversations about different vehicles to encourage children to consider how many wheels one car has and compare this to how many two cars have. Children demonstrate a good understanding of numbers as they excitedly count to eight.
• Staff have a good understanding of children's individual progress. For example, they plan cooking activities to extend what children already know. Children confidently discuss that apples need water and sunshine to grow on trees. Staff build on this understanding and talk to children about the seeds found in the middle of different fruits. Children receive teaching that increases their understanding.
• Support for babies' communication is highly effective. Staff speak clearly and encourage babies to copy words, such as 'cup' and 'spoon'. Furthermore, babies enjoy plenty of opportunities to experience music and nursery rhymes. Staff sing to them with animated enthusiasm. Babies engage joyfully as they use gestures, actions and sounds to join in. Babies' communication skills and vocabulary are increased.
• Staff and leaders use assessment to identify any gaps in children's learning. They work with professionals, such as speech and language therapists, to support children with special educational needs and/or disabilities. Together, they implement plans to ensure that children receive proactive support. Leaders ensure that all staff have a comprehensive understanding of children's individual needs. This supports children to achieve the best outcomes through a shared approach.
• Babies receive effective support for their physical development. Staff arrange the environment to support babies' different needs. For example, staff prepare activities on low tables to encourage babies to pull themselves up. Staff are passionate about increasing babies' skills. They offer admiration and praise as babies try hard to use their spoon at lunch time. Attitudes to learning are promoted positively from a young age.
• Overall, children behave well and learn how to play kindly together. However, at times, staff do not provide children with consistent explanations about the expectations of their behaviour. For example, staff do not deliver consistent messages about why children must not run inside. This means that, occasionally, children do not understand the reasons for certain rules and, therefore, they do not follow them.
• Leaders ensure that staff well-being is a high priority. Staff report high levels of support for their professional development and well-being issues. For example, if they have any concerns about their workload, they know leaders will act swiftly to alleviate any pressures. Staff feel valued and respected in their roles.
• Parents speak highly of the setting. They explain how they receive regular updates about their child's progress and development. Staff also include parents in learning experiences. For example, parents come into the nursery to talk to children about their different jobs. Partnerships with parents are strong.

What the setting must and should do next

The provider should:

• enhance the support for children to understand rules and expectations, to help them manage their own behaviour well.