Peapods Nursery

Peapods Nursery
Unique reference number (URN): 2767864
Address: The Pavillion, Meadows Road, HENLEY-ON-THAMES, Oxfordshire, RG9 1BF
Type: Childcare on non-domestic premises
Registered with Ofsted: 22/12/2023
Registers: EYR
Registered person: Hopcroft Childcare Ltd
Inspection report: 27 April 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement
Safeguarding standards met
The safeguarding standards are met. This means that leaders and/or those responsible for
governance and oversight fulfil their specific responsibilities and have established an open
culture in which safeguarding is everyone's responsibility and concerns are actively
identified, acted upon and managed. As a result, children are made safer and feel safe.
How we evaluate safeguarding
When we inspect settings for safeguarding, they can have the following outcomes:
Met: The setting has an open and positive culture of safeguarding.
Not met: The setting has not created an open and positive culture of safeguarding. Not all
legal requirements are met.

Expected standard
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.
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.
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.
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.

What it's like to be a child at this setting
Leaders and staff help children to feel safe and secure at the nursery. Children benefit from
the warm and calm nature of this carefully planned environment. They arrive happy and
separate from parents with ease, swiftly making positive choices about their play. Staff work
closely with parents to get to know their key children well, finding out what they can already
do and what their next steps in learning are. Staff provide flexible settling-in options to
ensure that each child's wellbeing is prioritised. New children quickly form strong
attachments with their key person. This develops their self-confidence allowing them to
freely play and explore, knowing that they can seek comfort from a trusted adult when
needed.
Staff value children's voices and opinions at the nursery. Children are taught that they will be
listened to and heard. For example, when staff share books with children, they take
extended amounts of time to listen to children's comments about pictures and how these
relate to their own experiences, such as trips to the beach. This supports children's sense of
belonging.
Children enjoy the well-sequenced curriculum that leaders and staff have thoughtfully
designed to cover all 7 areas of learning, while tapping into children's interests. For instance,
when the youngest children show a preference for soft toys, the topic changes to a teddy
bear's picnic. Children engage in activities, including role playing with teddies, while staff
introduce counting, sorting and teddy-related arts and crafts. Staff adapt activities to ensure
that all children, including those with special educational needs and/or disabilities, can
access these.
Staff work closely with parents to ensure that they have a good understanding of the
importance of regular attendance and how this has a positive impact on their child's
development. As a result, children attend regularly, form positive relationships with staff and
peers and demonstrate positive attitudes to learning.
Next steps
Leaders should support all staff to evaluate and reflect on their teaching skills, and focus
training opportunities to further develop this specific area of their practice.
Leaders should reflect on, and enhance, how staff support children's growing
understanding of mathematical concepts during self-chosen play.
About this inspection
The inspector spoke to the staff and leaders during the inspection.
We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the
quality and standards of provision that is registered on the Early Years Register. The

Inspector:
Zoe Abraham
About this setting
Unique reference number (URN): 2767864
Address:
The Pavillion
Meadows Road
HENLEY-ON-THAMES
Oxfordshire
RG9 1BF
Type: Childcare on non-domestic premises
Registration date: 22/12/2023
Registered person: Hopcroft Childcare Ltd
Register(s): EYR
Operating hours:
Local authority: Oxfordshire
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 27 April 2026
Children numbers
Age range of children at the time of inspection
1 to 4
registered person must ensure that this provision complies with the statutory framework for
children's learning, development and care, known as the early years foundation stage.

Total number of places
24
Our grades explained
Exceptional
Practice is exceptional: of the highest standard nationally. Other settings can learn from it.
Strong standard
The setting reaches a strong standard. Leaders are working above the standard expected of
them.
Expected standard
The setting is fulfilling the expected standard of education and/or care. This means they are
following the standard set out in statutory and non ‑ statutory legislation and the professional
standards expected of them.
Needs attention
The expected standards are not met but leaders are likely able to make the necessary
improvements.
Urgent improvement
The setting needs to make urgent improvements to provide the expected standard of
education and/or care.
The Office for Standards in Education, Children's Services and Skills (Ofsted) inspects
services providing education and skills for children and learners of all ages, and inspects
and regulates services that care for children and young people.
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