Pixieland Saltash

Pixieland Saltash
Unique reference number (URN): EY319269
Address: Long Park Road, Saltash, Cornwall, PL12 4AQ
Type: Childcare on non-domestic premises
Registered with Ofsted: 28/12/2005
Registers: EYR, CCR, VCR
Registered person: Pixieland (Saltash) Limited
Inspection report: 21 July 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
Children make progress from their starting points, including those who have special
educational needs and/or disabilities or who are disadvantaged. For example, children
receive targeted support for speech and language. As a result, they catch up and are now
working at age-related expectations.
Children develop positive attitudes to learning. Children keep trying when something is
difficult and are proud to share what they have done with others. For example, children
proudly show staff a drawing of their family. After receiving praise and encouragement,
children happily share these with others. Children develop confidence, resilience and
problem-solving skills as they learn to keep trying when tasks are challenging. For example,
staff support a group of pre-school children to find the correct size building brick. They
encourage them to keep trying when fitting pieces together became difficult.
Typically, children develop the basic skills they need for future learning. However, the
curriculum for children's communication and language, personal, social and emotional
development, and physical development is not implemented consistently by all staff. As a
result, younger children are not always as well prepared as they could be for their next stage
of learning.
Behaviour, attitudes and establishing routines Expected standard
Children demonstrate positive behaviour and attitudes to learning across the nursery. They
are happy, settled and confident and follow routines well. Children play cooperatively, share
resources and respond positively to staff support. For example, when there are not enough
buckets at the water tray, children work together to find more, developing their problem-
solving skills, independence and positive relationships.
Staff use praise effectively and occasionally reminded children about the golden rules.
Routines, such as countdowns and warnings before tidy-up time and lunch are occasionally
used. This helps some children understand what is happening next. Children develop
relationships with staff and seek them out for comfort, reassurance and encouragement. For
example, children who are new to the nursery are comforted with cuddles and reassurance.
This helps them begin to settle and feel secure.
Staff do not consistently involve quieter children in group activities. As a result, opportunities
to extend their language and engagement are sometimes missed. Leaders monitor
children's attendance and work with families to promote regular attendance. They provide
leadership that supports positive behaviour and attitudes. For example, leaders provide
training to help staff support children's behaviour and emotional wellbeing.

Children's welfare and wellbeing Expected standard
Leaders ensure staff typically meet children's welfare and wellbeing. Children seek comfort
and reassurance from trusted adults and are confident to approach staff for support when
needed. Staff understand children's individual circumstances and provide additional support
where needed. Older children delight in the praise that they receive from staff and beam
with pride when they achieve things.
Children develop independence through self-care routines. For example, younger children
feed themselves and are supported to wash their hands before meals. Older children
manage their toileting needs independently. Safer sleep arrangements are well understood
by staff. For example, staff place babies in cots on their backs and carry out and recorded
regular checks on sleeping children. Staff confidently explain how they manage first aid,
record accidents and existing injuries, and share this information with families. Dietary
needs are clearly identified and communicated to relevant staff to help keep children safe.
However, younger children wait too long between finishing their main meal and receiving
pudding. In addition, staff do not consistently use communication aids during nappy
changing routines. As a result, children's needs were met, but practice is not consistently
embedded in promoting their wellbeing.
Curriculum and teaching Expected standard
Leaders have developed a well-planned inclusive curriculum that helps children build
knowledge and skills. Staff generally understand and implement the curriculum effectively.
The curriculum ensures that all children, including those who may need additional support,
can access the full range of learning opportunities. Staff use assessment appropriately to
quickly identify when children might be at risk of falling behind. Leaders take effective action
to help close any gaps, in partnership with parents and other professionals
Staff generally support language development by talking to children during their play. For
example, some staff use words, such as 'pour', 'fast' and animal names while children
explore water and drawing activities. Children are happy and engaged. However, some staff
are less confident, which means opportunities to extend children's language and thinking are
sometimes missed.
Staff use play to develop children's early mathematical skills. For example, children learn
words such as 'full', 'empty', 'heavy' and 'light' while playing with water. Staff encourage
children to solve simple problems and praise their achievements. As a result, children are
confident, engaged and develop independence. Older children take part in activities that
develop memory, communication and thinking skills. For example, they recall objects hidden
under a blanket and use phonics to describe the missing objects. Staff also help children
learn about feelings, friendships and positive behaviour. These skills help prepare them for
school.
Staff know children well and support their learning effectively. However, the curriculum for
children's communication and language, personal, social and emotional development, and
physical development is not yet delivered consistently by all staff. As a result, children make

good progress from their starting points, but some children do not get the most from all
learning opportunities.
Inclusion Expected standard
Leaders identify children's needs early. Staff carry out checkpoint assessments. They use
this knowledge to explore potential barriers to learning and take suitable action. For
example, they create individual support plans with clear targets and review these regularly
to help children make progress.
Leaders work closely with parents and carers and other professionals to provide further
support. For example, they attend team-around-the-child meetings and work with external
agencies to make sure children with special educational needs and/or disabilities receive the
support they need. Leaders provide training to help staff develop their skills in supporting
children's communication and language. However, leaders recognise that communication
strategies, including visual supports, are not yet used consistently in all rooms. Which can
affect children's understanding, participation, and ability to express themselves effectively.
Leaders make effective use of additional funding to support children who experience
disadvantage. For example, some staff attended training to help support children's
behaviour. Children who are known or previously known to children's social care are
supported through partnership working with families and external agencies. As a result,
children are welcomed, safe, valued and included. Leaders monitor children's progress and
attendance closely and take swift action if their support needs to change.
Leadership and governance Expected standard
Leaders have a clear understanding of the nursery's strengths and areas for improvement.
They regularly reflect on practice and identify actions to improve outcomes for children. For
example, leaders have been working with staff to support children to manage their
behaviour and emotions.
Leaders have systems in place to ensure the nursery runs safely and effectively. They
understand how to keep children safe, including following safeguarding, safer sleep and
first-aid procedures. Leaders work with other professionals to support children with
additional needs and ensure staff understand children's individual circumstances.
Leaders support staff's wellbeing and provide opportunities for professional development.
Staff access training. For example, training on emotional regulation helped staff introduce
calm spaces and emotional support strategies for children who need help managing their
feelings. Leaders identify gaps in practice and provide guidance and support. However,
professional learning has not yet resulted in consistent practice across the setting.
Leaders work closely with families to understand children's routines, wellbeing and
development needs. Parents and carers value the support staff provide to help their child
feel safe, build positive relationships and develop the skills they need. In addition, they

praise the support given to children with eating difficulties. As a result, families have
confidence that children are safe, happy and well supported.
Compulsory Childcare Register requirements
This setting has met the requirements of the compulsory part of the Childcare Register.
How we check if a provider meets the requirements of the Compulsory Childcare
Register
When we check if settings meet the Compulsory Childcare Register requirements, they can
have the following outcomes:
Met
Not met
Voluntary Childcare Register requirements
This setting has met the requirements of the voluntary part of Childcare Register.
How we check if a provider meets the requirements of the Voluntary Childcare
Register
When we check if settings meet the Voluntary Childcare Register requirements, they can
have the following outcomes:
Met
Not met
What it's like to be a child at this setting
Children are happy, settled and confident learners who enjoy their time at nursery. Children
benefit from caring relationships with staff who know them well and respond to their
individual needs. Children seek adults out for comfort and encouragement. Demonstrating

that they feel safe, secure and valued. For example, children happily hold staff members'
hands for reassurance during activities. While new children receive cuddles, comfort and
support as they settle in to nursery life.
Children develop a sense of belonging. They are included, listened to and supported to build
positive relationships. Children play cooperatively with their friends, share resources and
learn to take turns. Children are encouraged to recognise and talk about their feelings
through discussions and the use of calming spaces. For example, children confidently
identify emotions using feelings resources. They independently access calm areas when
they need time to regulate their emotions. Children are supported to develop trusting
relationships with adults and peers.
Children enjoy a broad curriculum that supports learning across all areas of the early years
foundation stage. Children investigate bugs outdoors, build tall towers with construction
materials, engage in imaginative role play and creative activities. Children develop language
skills as staff model vocabulary, such as 'heavy', 'light' and 'balance' during play. Children
learn early mathematical concepts through counting games and practical experiences. For
example, children recall hidden objects during group games and use mathematical language
while problem-solving with ramps and construction resources.
Children who need additional support are identified early and receive help that is tailored to
their needs. Children with special educational needs and/or disabilities learn alongside their
peers and participate fully in nursery life. Children are safeguarded effectively, attend
regularly and have their individual needs met. Children are developing the knowledge, skills
and confidence needed for their next stage of learning, including school.
Next steps
Leaders should ensure that all staff consistently use effective teaching strategies to
support younger children's communication and language, personal, social and emotional
development, and physical development.
Leaders should ensure the consistent use of communication strategies and visual
supports so that all children can communicate effectively and engage fully in their
learning.
About this inspection
The inspector spoke with leaders, staff and the special educational needs coordinator 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
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.

Inspector:
Donna Frost
About this setting
Unique reference number (URN): EY319269
Address:
Long Park Road
Saltash
Cornwall
PL12 4AQ
Type: Childcare on non-domestic premises
Registration date: 28/12/2005
Registered person: Pixieland (Saltash) Limited
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:00
Local authority: Cornwall
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 21 July 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
130

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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