Pepperpot Nursery Ltd

What is it like to attend this early years setting?

Children have a happy start to the day and are warmly welcomed by staff. Parents share information with staff as they arrive. This helps children to settle in and staff to meet children's needs throughout the day.

Children listen attentively to the choice of activities indoors and outside. They enjoy stories, such as 'Jack and the Beanstalk' and exclaim 'We're going to make a giant!'. Staff encourage children to think about what they need to make a giant. They talk about size and estimate how much paper they will need. Other children put on their coats and shoes and plant beans in pots outside. Children watch as staff plant a magic bean in the nursery. After lunch, the bean has started to 'grow' around the nursery. This magical event ignites children's curiosity and imagination.

Staff model good behaviour. They encourage children to be curious and to solve problems. This helps children to become confident learners. Children are helpful and kind to each other and learn to say 'please' and 'thank you'. Children feel safe with the staff and build trusting relationships. Staff use consistent routines well to support children's well-being. For example, they use visual prompts and reminders to help children understand when activities are coming to an end. Children develop a range of self-help skills, which contribute to preparing them for the next stage of their education, including school.

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

• Since the last inspection, managers have focused on the use of the outdoor spaces. Children now have increased opportunities to develop their physical skills and they enjoy learning about the wider world, such as by growing and harvesting fruit for their snack times.
• Support for communication and language is good. Stories come to life as children immerse themselves in their learning. For example, toddlers enjoy having stories read to them throughout the day. They choose books which link to real-life experiences, such as a trip to the shops and they discuss their shopping experiences.
• Staff provide a broad spectrum of activities to promote learning and children particularly enjoy solving problems in their play. However, on the day of inspection, children were unable to fully take part in planned, adult-led, activities as resources were not checked before use. This limits their levels of engagement.
• Staff support children in receipt of funding or with special educational needs and/or disabilities (SEND) effectively. For example, the special educational needs coordinator liaises with professionals, such as health visitors and the local authority, to seek guidance when necessary. Parents are included in discussions to find out what would be most helpful for their child.
• Staff provide sensitive support to help children learn about personal care. For instance, they use visual signals before nappy changing or nose-wiping. Children recognise signs that they need the toilet. Parents praise the support their children receive for potty training.
• Leadership and management are committed to providing high-quality care and education for all children. They provide staff with opportunities for continuing professional development. For example, staff have enrolled on a training programme to further develop the teaching of communication and language and mathematics. New staff are supported through a period of induction. All staff speak highly of the support and advice that they receive from the manager and room leaders.
• Parents praise the support their children have received since COVID-19, particularly in relation to supporting their children's learning at home. For example, staff provide weekly suggested activities. Parents talk about visiting local parks and woods to learn more about trees and collecting leaves to take into nursery. This supports the current activity of growth and Jack and the Beanstalk. Staff also provide workshops, which helps develop parental understanding of the early years foundation stage curriculum and how they can support their child's learning at home.

What the setting must and should do next

The provider should:

• plan and resource focused activities appropriately to enable all children to be fully included.