Ofsted

ofsted logo

The Pepperbox Nursery has consistently scored ‘Good’ each time that the nursery has been inspected, up until our most recent inspection where we are now rated as ‘Requires Improvement’

Ofsted are expected to revisit the nursery within 12 months of the last inspection in May 2022

The latest Ofsted report can be downloaded here

Key points which summarises from the report of the last Ofsted inspection:

  • Children play happily together in the nursery. They feel safe and secure in the
    company of familiar, friendly staff. Staff know the children well and respond
    effectively to their needs.
  • Staff plan well to ensure that children develop good physical skills as they progress
    through the nursery. For example, babies use the large open area indoors to
    develop their movement and toddling skills, and older children use the outdoor
    environment to run and complete circuits.
  • Children behave well and staff support them to follow the nursery rules, such as having ‘kind hands’. Staff act as positive role models. Staff share information through electronic communication to encourage all parents to be involved in their child’s day at nursery.
  • Leaders have a clear vision for what they want children to achieve. Speech and
    language, and children’s physical development are key focuses. Staff model
    language well and use a rich and varied vocabulary with the children. The
    impact of this can be heard in the conversations children have with staff and
    each other.
  • Children delight in their outdoor play. Older children safely and skilfully
    manoeuvre on scooters, cars and tricycles, negotiating obstacles. In addition, a
    quiet area enables children to engage in role play. Babies have a cordoned off
    separate play area, which enables them to play safely and see their siblings.
  • Relationships with parents and carers are strong. For example, staff encourage
    parents to borrow a book and resources from a book box. Parents know that
    they can keep this if they wish. Parents praise the staff team for the quality of
    information they share.
  • Leaders have high expectations for all children, including those with special
    educational needs and/or disabilities, and work well with external agencies to
    support each child.
  • Leaders are ambitious to support staff to develop their skills, take part in training
    and national research opportunities, and implement changes. For example,
    research indicates that children’s core development can be restricted if children
    sit too much. Children now have access to tables with differing heights that
    enable them to stand while they access activities.