Perimount Day Nursery

Perimount Day Nursery
Unique reference number (URN): 2835598
Address: 187 Fraser Road, Sheffield, S8 0JP
Type: Childcare on non-domestic premises
Registered with Ofsted: 29/03/2025
Registers: EYR
Registered person: Early Years Care & Education Ltd
Inspection report: 3 September 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 provide a wealth of learning opportunities through caring interactions in
well-equipped provision. This means children make steady progress across all areas of
learning and development and are generally motivated to learn. Staff use observation and
assessment to monitor achievement and identify next steps. As a result, children develop
the knowledge and skills expected for their age and stage of development, and are prepared
for their next stage of learning, including school.
Adults respond sensitively to individual needs. This means all children, including those with
barriers to their learning and development, make secure progress in their personal, social
and emotional development. They are confident and independent in social interactions and
play cooperatively with peers. Children are proud of their achievements. For example, they
proudly show the paintings they have created, and they display pleasure when they
successfully build sandcastles and independently use climbing equipment. This supports
their resilience and perseverance. Parents are 'really pleased' with children's progress and
say they 'come on leaps and bounds' from their starting points.
Behaviour, attitudes and establishing routines Expected standard
Children follow well-established routines and understand what is expected. Visual timetables
and use of songs, such as the 'Hello' song, help children become familiar with daily routines.
Makaton signing, visual prompts and sand timers support transitions. This helps all children,
including those with special educational needs and/or disabilities, understand expectations
and anticipate what happens next. Children take ownership of their learning. For example,
toddlers use a 'choice board' to decide whether to sing or read a book next, promoting
decision-making skills.
Children generally behave well and typically show positive attitudes to learning. On
occasion, adults' expectations for attentive listening are not consistently high, so some
children briefly lose focus. Staff usually use calm guidance and gentle reminders to support
children, including babies, to manage feelings and behaviour. Staff use praise and
encouragement effectively. As a result, children cooperate well during play and daily
routines.
The key-person approach is highly effective. Children feel safe, well cared for and develop
positive relationships with warm, caring staff. Babies and children seek comfort from familiar
adults and develop secure attachments. In free-flow play, staff encourage self-regulation and
consideration of others. Children learn to share resources, take turns and collaborate. Close
communication with parents and carers helps staff provide consistent support. Leaders
ensure parents understand the importance of attendance and punctuality. This means
children enjoy their nursery sessions and take part in new experiences.

Children's welfare and wellbeing Expected standard
Children are well cared for and happy in this nurturing setting. Leaders prioritise
relationships with parents and carers. Staff value the information parents share and use it
effectively. Bespoke settling-in arrangements are in place and fully support individual
children's needs. The key-person model is highly effective. Warm, positive relationships
ensure children are well supported. As a result, they develop a secure sense of wellbeing
and are ready to learn. Staff support children to manage their feelings appropriately for their
age and stage of development. For example, they use books for all children to explore
emotions. Older children use emotions sticks and visual emotion boards. Babies enjoy
looking in the mirror to explore feelings and expressions.
Leaders ensure routines, including sleeping, weaning and feeding, meet children's needs.
On the whole, hygiene practices are of a high standard, and children's personal care needs
are sensitively met. There are self-care stations throughout the setting, providing access to
drinking water, wipes and tissues. The youngest children access these areas with support,
and older children use them independently. This supports children to take responsibility for
their health, hygiene and wellbeing. Children enjoy healthy food and drinks. Staff diligently
follow allergy procedures to ensure children's safety and wellbeing. During mealtimes, adults
eat alongside the children and act as role models. Overall, children are encouraged to
share, use good manners and develop independence. For instance, older children
independently serve themselves and clear away after eating. They are encouraged to 'thank
the chef', promoting gratitude and social skills.
Curriculum and teaching Expected standard
Leaders have designed a well-sequenced curriculum that promotes progression across all
areas of learning. Purposeful provision and positive, trusting relationships underpin learning
for all children, including those with special educational needs and/or disabilities,
disadvantaged children and those facing barriers to learning and/or wellbeing. Leaders and
staff prioritise children's personal, social and emotional development. Children learn to
manage their feelings, discuss emotions and interact with their peers. Children develop
physical skills through daily outdoor play where they balance and climb. They strengthen
fine motor control through sensory and creative experiences. For example, they scoop and
make marks in the sand and use tools with increasing control when painting and drawing.
Staff encourage children's language development through daily songs, stories, 'word of the
week' and 'core book' activities. Children, including babies, thoroughly enjoy these
opportunities and eagerly join in with action songs and repeated phrases from well-known
books. On occasion, staff do not promote the use of more ambitious vocabulary or
consistently use open-ended questioning to support back-and-forth conversation. This
means, children do not always have the opportunity to practise using new words in
conversation. Children's early mathematical skills are supported through everyday
experiences. They complete number jigsaws, count fingers when hand printing and name
shapes as they draw pictures. However, staff do not consistently use all opportunities to
extend learning. As a result, children's understanding of mathematical concepts and
problem-solving is not consistently embedded.

Staff use assessment effectively to understand what children know and can do. They identify
appropriate next steps. This means children typically gain the knowledge and skills needed
for future learning.
Inclusion Expected standard
Leaders and staff create an inclusive atmosphere and quickly identify children's emerging
needs and gaps in learning and development. With support from the special educational
needs coordinator, they notice and respond to barriers that affect children's learning or
wellbeing. This means every child, including those with special educational needs and/or
disabilities (SEND) and those facing disadvantage, achieves and belongs. Leaders create
'one-page profiles' so all staff are aware of individual learning needs. Staff typically adapt
teaching to provide appropriate support. For example, Makaton signing and visual aids,
including 'now and then' boards, are used well. As a result, children are supported to
understand and communicate.
Progress is closely tracked for all children. Staff work in partnership with parents and other
professionals. This enables gaps in learning and development to be identified early, and
children are typically supported well. Leaders have identified training needs to further
develop staff SEND knowledge and confidence. Staff demonstrate their understanding of the
continuous cycle of support by using assessment to identify children's needs and plan
targeted interventions. For example, attention-building interventions develop children's
shared focus and promote effective early communication.
Leaders use additional funding, such as the early years pupil premium, thoughtfully to meet
children's needs. They rigorously monitor any barriers to learning and use funding to provide
resources that support children and families and broaden opportunities for those facing
disadvantage.
Leadership and governance Expected standard
Leaders have a clear vision for the nursery and demonstrate a secure understanding of their
responsibilities. They are passionate about the care and education children receive and
provide strategic oversight. Leaders ensure there are robust systems for safer recruitment
and staff induction. Apprentices and newly appointed staff receive tailored support from
experienced colleagues. Leaders and staff have created a positive and nurturing
environment where children thrive. Decisions made are in children's best interests.
Engagement with professionals and external agencies effectively supports all children,
including those with special educational needs and/or disabilities and those who face
barriers to their learning. Leaders are reflective and typically understand the setting's
strengths and areas for development.
Leaders ensure staff complete all mandatory training. Supervision meetings support staff to
identify development targets to enhance their knowledge and skills. Leaders do not
consistently support staff in enhancing their knowledge and skills through professional
development. This means children do not always benefit from fully embedded high-quality
interactions. Leaders ensure safeguarding knowledge is secure through regular training and
ongoing support. The wellbeing of staff is a priority, and caring leaders support staff in their
roles. Staff achievements are recognised through the 'employee of the month' celebrating

good practice. Leaders are positive role models. Staff feel valued and supported, and there
is a real sense of teamwork.
Leaders have established a caring ethos based on positive relationships and parent
partnership. Parents and carers' feedback is overwhelmingly positive. They appreciate the
'care and attention' provided by staff. Parents are invited in to spend time with their children
when they transition into the next stage in nursery. They are 'reassured' about their
children's learning and development and feel their children are well supported. Parents
value the regular information they receive about their child's care and learning through the
online app and discussions with their child's key person.
What it's like to be a child at this setting
Children feel safe, secure and valued in this welcoming and inclusive environment. Positive
relationships are at the heart of this setting. Children confidently play, explore and learn
because they feel known and are well supported. Staff value children's individual interests,
experiences and backgrounds. For example, children enjoy looking at photographs of their
families in the 'This is me' book. They make peg dolls to match family members and enjoy
drawing pictures of their homes. This helps children feel included and develop a sense of
belonging. Children build friendships as they play and learn. Children's independence is
encouraged. For example, older children, including those with barriers to their learning,
enjoy doing 'busy jobs' such as handing out resources and taking messages to other rooms.
This develops children's confidence, independence and sense of responsibility.
Children typically engage in a range of well-planned, purposeful experiences. They enjoy
their learning and benefit from a varied and engaging curriculum. They receive praise from
trusted adults and take pride in their achievements. Children develop a love of stories and
songs. This underpins the development of knowledge and skills across all areas of learning.
For example, babies explore stories and use story props in the sand. They develop number
concepts as staff point and count while singing the '5 Little Ducks' song. Older children sing
the 'Hello' song, and they join in eagerly signing and singing hello. Staff introduce the
'language of the month' which is linked to home languages spoken by some children. As a
result, children celebrate diversity, highlighting the inclusive nature of the nursery.
Children are supported to play an active role in their local community. For example, children
buy flowers from the shop and give them to members of the public to brighten their day.
Children experience consistency between home and nursery through the close professional
relationships staff build with their families. Parents and carers feel well supported and value
the regular communication about their children's learning and wellbeing. Parents are clear

Inspector:
Clare Waddington
About this setting
Unique reference number (URN): 2835598
Address:
187 Fraser Road
Sheffield
S8 0JP
Type: Childcare on non-domestic premises
Registration date: 29/03/2025
Registered person: Early Years Care & Education Ltd
on how they can continue to support children's learning at home. They borrow books and
activity packs from the lending library and uniform from the 'swap shop'. Parents praise the
'positive, caring and nurturing environment' in which their children thrive.
Next steps
Leaders should continue to support staff in strengthening high-quality interactions, so that
staff confidently extend learning and maximise opportunities for children to focus their
attention, deepen their understanding of mathematical concepts and problem-solving, and
use ambitious vocabulary in back-and-forth conversations.
Leaders should further develop the culture of continual improvement by reviewing the
effectiveness of professional development, so that staff confidence and high expectations
become consistently embedded in practice to meet the differing needs of all children.
About this inspection
The inspector spoke with leaders, staff, children and parents and carers 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.

Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 19:00
Local authority: Sheffield
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 3 September 2026
Children numbers
Age range of children at the time of inspection
0 to 3
Total number of places
80
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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