Rise and Shine Day Nursery Peterborough Ltd

Rise and Shine Day Nursery Peterborough Ltd
Unique reference number (URN): 2846605
Address: Rise & Shine Nursery, 108 Ledbury Road, Peterborough, PE3 9PN
Type: Childcare on non-domestic premises
Registered with Ofsted: 30/06/2025
Registers: EYR
Registered person: Rise and Shine Day Nursery Peterborough Ltd
Inspection report: 2 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
Children achieve well from their individual starting points. All children, including those with
special educational needs and/or disabilities and those that face other barriers to their
learning, make steady progress. Gaps in children's learning are closing consistently, and
they are gaining the skills they need for their move on to school. Children develop their
motor skills effectively as they learn to manipulate tools for construction and mark making
and learn over time to master cutlery. Babies use spoons while eating, toddlers use knives
for spreading, while older children independently slice fruit for snack and competently use
cutlery at mealtimes. Children of all ages develop their language skills well. They are
confident communicators. Older children describe what they are doing and share their ideas,
while younger children sing their favourite songs. Children enjoy a variety of opportunities to
learn through books. They listen carefully to stories and re-enact their favourite books
through role play and small world activities. Children are motivated to learn and benefit from
activities that reflect their interests.
Behaviour, attitudes and establishing routines Expected standard
Leaders support staff to implement effective strategies to enable all children, including those
with special educational needs and/or disabilities and those who face other barriers to their
learning, to express their wishes and needs. Staff use age-appropriate activities, such as
stories and discussion, to help children understand their feelings. Children learn the
vocabulary to explore and express their emotions further. Staff help parents to understand
the importance of regular attendance to ensure children have familiar routines that help
them feel safe. Children behave well. Older children learn to be mindful of younger peers.
They are kind and share equipment as they explore the outdoor area together. Staff remain
vigilant to children's needs and help children to understand how their behaviour impacts on
others.
Leaders have created a calm environment where children feel confident and are
enthusiastic to explore their surroundings. Children understand the routines and generally
respond well to staff during transition times. For instance, children learn to tidy up after
themselves and clear their plates after mealtimes. Some areas of the daily routine are not
yet consistently delivered across the setting. For example, not all staff demonstrate
confidence when delivering supervised toothbrushing. They do not consistently adapt their
approach to support younger children, which affects the quality of the experience some
children receive during these times. This impacts on the quality of the experience some
children receive during these times.
Children's welfare and wellbeing Expected standard
Key persons know their children well and build positive relationships with parents. They are
responsive to children's needs, giving additional reassuring cuddles when required. Children
new to the setting are offered graduated settling-in sessions tailored to their individual
needs. This helps them to feel safe and secure as they become familiar with their new

environment. Staff support the wellbeing routines of babies. They work closely with parents
to mirror children's sleeping habits and weaning routines. Hygiene procedures are
implemented well. Babies begin to wipe their hands and face before and after meals, and
older children wash their hands independently before eating. Staff implement effective
systems for overseeing all children, including those with special educational needs and/or
disabilities, to ensure safer eating and safer sleeping procedures are firmly embedded into
practice
Children learn healthy habits that support their emotional and physical wellbeing. They enjoy
longs periods of outdoor play and excursions within both the local and wider community.
Leaders have planned the outdoor area to provide opportunity for physical play. For
instance, children develop their core skills as they learn to balance and navigate balance
beams. Staff encourage children to explore a variety of nutritious food. They grow fruit and
vegetables in the garden, which they can harvest for snack. Children are supported to
express their emotions, staff introduce stories and discuss the feelings of characters in the
books.
Curriculum and teaching Expected standard
Leaders have a secure understanding of the quality of the curriculum and teaching at the
setting. They know what skills and knowledge they want children to have secured before
they move on to school. Leaders have planned an ambitious curriculum that is typically
taught well. Leaders are working to strengthen opportunities for high-quality interactions to
be consistently embedded at all times of the day.
Teaching is sequenced to allow children, including those with special educational needs
and/or disabilities, and those that face other barriers to their learning, to build on their
learning and development over time. Leaders work with staff to continue to improve
outcomes for all children. For instance, they have a clear action plan to further develop how
early literacy skills are taught consistently across all ages. Group times are used to share
songs and stories, focus stories provide repetition and staff take children on visits to the
library. Staff support children's growing vocabulary as they model language during play such
as, naming objects in the garden for older children to list as ingredients for their mud kitchen
recipes. Children's early mathematical concepts such as counting, shapes, space and
measures are explicitly taught. Children are encouraged to be physically active and enjoy
spending large amounts of time outdoors in the fresh air. Staff support children to develop
social skills, such as turn taking and playing alongside others, which helps prepare them for
their future relationships.
Inclusion Expected standard
Leaders have created an inclusive environment. Positive and open relationships with
parents help them to quickly identify when children require additional support. leaders
ensure children with special educational needs and/or disabilities receive effective support
and make the best possible progress form their starting points. They have a secure
understanding of child development and the vulnerabilities that families living in the local
area face. Leaders have introduced home visits ahead of children starting to help them to
identify early children's and family needs. They use any additional funding children receive

to enhance their development further. This includes fully funded meals and home-learning
resources. Staff build secure relationships with parents, sharing activity ideas to meet
children's ongoing needs. They put appropriate plans in place to help children to continue to
meet milestones. Parents comment on the care and guidance staff provide to enable them
to further support their children's learning at home.
Staff generally adjust teaching and opportunities effectively, helping children to remain
focussed during play. They work closely with other professionals, such as speech and
language and occupational therapists, to implement targeted intervention. Leaders have
recently sourced a range of professional development opportunities for staff to help their
knowledge and skills to continue to develop over time. In addition, leaders offer training for
staff that, in the main, helps them to understand how to implement strategies effectively.
Leadership and governance Expected standard
Leaders have a secure understanding of the quality of the curriculum they offer. They work
closely with the local authority early years advisers and use their feedback to inform their
development plans to continue to drive improvement. Leaders support staff with ongoing
guidance and advice. They provide staff with regular supervisions and support new staff
members as they develop in their new roles. Leaders have plans in place to improve
practice further. For example, they aim to train all staff to use simple signing to further
promote children's early communication and language development for all children,
including those with special educational needs and/or disabilities.
Leaders ensure all staff complete mandatory training, such as paediatric first aid and
safeguarding. In addition, They offer staff a selection of professional development
opportunities. However, they do not target training precisely to support specific areas of
weakness in staff practice or knowledge. Staff enjoy working at the nursery, and comment
on the positive relationships they have with leaders.
Leaders and staff value parents as partners in their child's learning and development.
Parents are invited to attend story times and share books at home with their children
through the settings' library. This has had a positive impact on children's love of books.
Parents speak positively about the valuable support and guidance they receive through
parents' evenings, daily conversations and keeping updated on their child's progress
through an online app.

What it's like to be a child at this setting
Children enjoy their time in this welcoming pre-school. They form positive relationships with
staff who are responsive to their needs. Staff value children's unique views and ideas, and
children flourish. Children feel safe and secure, making independent choices in their play.
They are quick to busy themselves and confidently say their goodbyes to parents and
eagerly explore with their friends. Those requiring a little more reassurance are greeted by
their key person who remain close by and guide them to activities based on their interests.
Children enjoy a wide range of child led and adult led activities throughout the day. These
are planned to support children's learning and development at a steady pace. All children,
including those with special educational needs and/or disabilities, and those who face other
barriers to their learning, are supported effectively to build on what they already know and
can do.
Children interact well with their friends and staff. They engage in a wide range of exploratory
play opportunities, and remain engaged in their chosen activity. They offer a wide range of
exploratory play opportunities. For instance, babies explore texture as they crunch cereal in
their hands, toddlers manipulate dough and learn how to use tools safely, while older
children investigate colour mixing as they combine powder paints. In the outdoor area,
children of all ages play alongside each other well and demonstrate high levels of
involvement. They follow simple instructions and respond positively to reminders about turn-
taking. When it is time to go indoors, children demonstrate their independence skills. They
change out of their wellies and hang up their coats, showing a sense of responsibility for
their belongings and a secure understanding of the daily routines. Children develop the skills
and knowledge required for their next stage in learning and move to school.
Next steps
Leaders should ensure that routine activities such as toothbrushing, are adapted, when
needed, to fully include the youngest children.
Leaders should continue to guide and coach staff, to build on their practice and ensure
that interactions with children are of a consistently high quality.
Leaders should target staff training more precisely to further support staff development.
About this inspection
The inspector spoke with leaders, practitioners, the SENCo and parents 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:
Louise Harris
About this setting
Unique reference number (URN): 2846605
Address:
Rise & Shine Nursery
108 Ledbury Road
Peterborough
PE3 9PN
Type: Childcare on non-domestic premises
Registration date: 30/06/2025
Registered person: Rise and Shine Day Nursery Peterborough Ltd
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00
Local authority: Peterborough
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 2 April 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
32

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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