Peekaboo Darwen

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About Peekaboo Darwen

Name Peekaboo Darwen
Ofsted Inspections
Address Peek A Boo Daycare, Duckworth Street, Darwen, BB3 1AT
Phase Childcare on Non-Domestic Premises, Full day care
Gender Mixed
Local Authority BlackburnwithDarwen
Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

The nursery inspires children to develop a love of reading from an early age. They listen intently to fiction and factual books and, throughout the day, staff carefully plan activities to revisit the books.

This helps children to make connections in their learning. For example, when children enjoy a book about penguins, they play with dough and create their own penguins. They explore the key features, such as two wings and a beak.

Children talk about the penguin's eggs and learn that they carry them by using their feet. Children learn new words to support their communication. They develop well across the areas of

Babies and children are happy and motivated learners. The staff carefully plan the environment to support and enhance their learning. Babies squeal in delight as they watch floating bubbles.

They wait with anticipation for staff to say, 'ready, steady go'. This encourages their listening and attention skills. As they reach up to pop them, the babies are developing their balance and coordination.

The nursery's 'golden rules' support children's behaviour. The children speak confidently when asked about the rules at circle time. They understand these are the expectations that staff have of them, and they follow them well.

Staff remind children of the rules when needed, and they respond well to these requests. Children are learning how to behave in appropriate ways.

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

The new manager has evaluated effectively.

She has identified areas for improvement and has a clear vision of what needs to be achieved. The strong staff team says they feel valued and supported and so they are highly motivated and enthusiastic. This vision and support has created a happy nursery that focuses on improvements that benefit all children.

Leaders place value on preparing children for school. The environment and routine have been reviewed to provide children with increased opportunities to make choices and to develop their independence. Children learn how to listen to adults within group activities.

They develop toileting and self-care skills, such as washing their hands and faces after lunch. Children are being well supported to be ready for the next stage of their learning.Staff regularly review children's progress and identify any gaps in their learning.

They consider children's interests when they plan activities, to help them to build on what children already know and can do. Planning also considers children's specific needs. Additional funding is used in a variety of thoughtful ways to enhance children's learning.

For example, mathematical resources have been purchased for children who need support in this area. This helps all children to make the progress that they are capable of.Support for children with special educational needs and/or disabilities is good.

Right from the start, effective monitoring enables early identification and targeted plans support early intervention. Staff work closely with other professionals to ensure that the appropriate support is in place. All children have the opportunity to reach to their fullest potential.

Children celebrate the cultural backgrounds of their peers within their own nursery community. They have recently enjoyed Easter, St George's day and an Eid party. Children happily speak about these celebrations.

Children learn the differences and similarities between themselves and their friends. They are well prepared for life in modern Britain.The environment encourages children to explore their interests and become deeply absorbed within play.

However, sometimes, children's play and learning is disrupted. For example, without warning, children are stopped from what they are doing and asked to move to the carpet for circle time. This means children cannot finish their tasks or sustain high levels of engagement in their learning.

Communication and language have been identified as an area that needs additional support for children following the impact of the COVID-19 pandemic. Staff work closely with parents when babies and young children use dummies for comfort. However, they do not consistently support children to manage without their dummy as soon as they are settled.

This means that some children cannot fully join in with interactions and vocalisations to support their early communication skills in the best way possible.


The arrangements for safeguarding are effective.All staff hold a paediatric first-aid certificate, which ensures the well-being of children in the event of an emergency.

Robust recruitment procedures ensure staff are suitable to work with children. Leaders also check staff's ongoing suitability. Staff demonstrate knowledge of whistle-blowing procedures and the action to take if they have a concern about the behaviour of a member of staff.

They have a good understanding about the types of abuse and the signs and symptoms that children may display. Staff also understand the action to take if they have a concern about a child being at risk of harm.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: support staff to implement consistent strategies to support babies and young children in developing their early language, vocalisation and interactions reduce disruption to children's learning and help them to sustain high levels of engagement in their play.

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