Peapods Nursery

Inclusion: Expected standard

Leaders and staff work closely with parents to consider how to meet the individual needs of all children. This includes children with special educational needs and/or disabilities, or those facing other barriers to their learning. Leaders and staff utilise report findings from outside professionals, such as speech and language therapists, and implement recommendations to help children to reach their targets. Staff know their key children very well and quickly identify when children may need additional support.

Although there are currently no children at the setting in receipt of additional funding, leaders are clear about how they would identify how to use such funds to best support individual children's needs. They understand the importance of assessing the impact this spending has had on children's learning experiences and wellbeing.

Leaders and staff use regular assessments to inform future planning and make them aware of any gaps in knowledge or skills. They are proactive in gaining support from parents and the local authority if concerns about a child's progress arises. For instance, members from the Early Years Advisory Team are invited into the nursery to complete observations alongside staff, and to discuss recommendations for accessing any early help when appropriate and beneficial.

Curriculum and teaching: Expected standard

Leaders have established a broad and balanced curriculum that promotes children's learning across all areas. Staff prioritise children's physical and personal, social and emotional development in particular. Children take part in outdoor activities daily including trips to parks, woodland walks and planting in the community alongside the park keeper. Visits from sports coaches, music and movement teachers, as well as in-house yoga sessions, all support children's physical health and sense of wellbeing.

Staff assess children to establish their current stages of development and to identify potential gaps in understanding. They discuss these and work closely as a staff team to plan activities that support children to reach their next steps accordingly. For instance, they plan targeted teaching moments during play to support children experiencing a speech delay. However, at times, some staff do not consistently use spontaneous opportunities during play to extend children's learning further. For instance, they do not respond to children's questions fully or use modelling to show what is meant by a certain number or amount to support a deeper understanding. That being said, the vast majority of children access a wealth of mathematical activities and are performing well in this area.

Overall, staff model ambitious language to the children. They narrate the youngest children's play and introduce new words, such as 'calf' to the children during play. Children's language acquisition is supported well.

Achievement: Expected standard

Leaders and staff work closely with parents to establish children's starting points. This promotes children making sound progress right from the start. Children grow in confidence, demonstrate curiosity and engagement and enjoy their time at nursery. They build close friendships with peers and form strong bonds with staff who know them extremely well. Children with special educational needs and/or disabilities are supported sensitively and precisely. For example, children with speech and language challenges have targeted speech sounds supported during play alongside others as part of a game for all to enjoy. However, at times, staff do not consistently extend children's mathematical thinking during self-chosen play.

Children develop a love for stories and regularly access books for themselves or to share with adults. Children enjoy moving rhythmically and joining in enthusiastically with nursery rhymes and songs. They benefit from the calmness that the nursery offers and demonstrate confidence and purpose when making choices about their play. This prepares them well for their next stages in their learning journey.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff have high expectations of children's behaviour at the nursery. Staff act as positive role models and children respond positively to instructions given and learn what is expected of them. They treat each other with kindness and respect, and staff support them with sharing and turn taking from a young age. For example, staff invite children one by one to choose props from a sack during rhyme time. Staff provide minimal support and gentle reminders to the group. This is a well-established part of children's everyday routine. Older children kindly offer friends toy pets and veterinary equipment when playing in the vet role-play area.

Children benefit from the regular daily routines. They know where to put their belongings and how to help themselves to plates and glasses ready for snack time. They are clear about the expectations of walking safely and securely to the local park and adhere to the rules with minimal support required from staff. Children clearly have a sound sense of security and feel safe at the nursery. Leaders and staff have established strong bonds with both children and parents. Parents are supported with flexible sessions to ensure that children's attendance is regular. This helps them to build positive habits in preparation to start school.

Children's welfare and wellbeing: Expected standard

Children form warm and positive relationships with their key person. They are taught to treat each other with kindness and respect and are learning to share and take turns during games and play. Children are supported to develop self-care skills. Babies learn to use spoons to feed themselves, while older children pour their own drinks from jugs. Staff have a high regard for children's understanding of oral health and weave this into day-to day planning. For instance, children revise tooth-brushing techniques during registration. Staff's practice promotes children's safety and meets their individual care needs well.

Children bring packed lunches to the nursery. Leaders and staff provide parents with frequent advice and information on healthy options. This helps to ensure children have healthy and nutritious meals each day, and builds healthy habits for the future.

Staff ensure that children's interests and changes in home circumstances, such as a new baby or pet, are considered during the planning stages. Consequently, children feel listened to and valued. Staff support children in understanding health and wellbeing throughout the day. Children are learning to take safe risks for themselves. For instance, children are taught to hold onto handles when using the climbing apparatus, and to check for others before jumping off in a safe fashion.

Relationships between staff and children are warm. Children arrive happy and keen to see their key person. All children, including those new to the setting, are comfortable in approaching adults for cuddles and reassurance when required. This promotes children's wellbeing.

Leadership and governance: Expected standard

Leaders understand the nursery's strengths and can identify areas for future improvements. They have recently implemented a system to help support staff in identifying children who may need help with speech and language skills. This has resulted in them acting even more swiftly than before in ensuring the provision is suited to individual needs.

Leaders value staff highly and manage their workload thoughtfully. Staff feel appreciated and supported. Leaders encourage professional development and offer regular training opportunities. However, some staff would benefit from further targeted support to extend children's learning more consistently during play.

Leaders listen to parents and children when planning topics and activities and adapt these to meet the changing needs of the children. For example, staff meet the needs of individual children facing barriers to their learning during group activities rather than singling them out to complete target-related tasks. Positive partnerships with parents and other professionals promotes effective communication, allowing specific tailored support for children.

Leaders are prompt in updating policies and procedures that ensure that they are compliant with statutory requirements and their vision. Robust systems are in place for safer recruitment and supervisions. This demonstrates a commitment to continuous improvement and the provision of a safe and stimulating environment.