Play ’n’ Learn Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement Leaders have not implemented an effective key-person system. Some staff are unsure about who their key children are, and parents are also not aware of the arrangements for their child. However, staff know what children enjoy doing and comfort them when they are upset.

Leaders have a clear idea of what they want children to learn as they move through the nursery. However, not all staff fully understood this yet. Staff do not always plan activities based on what children need to learn, or offer opportunities for them to become fully engaged in their learning.

As a result, some children lose interest quickly and wander aroun...d looking for something to do. Children are, however, happy in the nursery environment.Staff do not always respond consistently to children's behaviour, which means children do not learn what is expected of them.

Staff do, however, encourage children to say 'please' and 'thank you', and children show kindness to their friends as they make space for them to join in with story time.Despite some weaknesses, children enjoy spending time outdoors. They learn to transport equipment and use an outdoor tap to collect water for the mud kitchen.

Staff provide resources for children to develop their large and fine motor skills. They support children to squeeze water out of sponges and to ride around on wheeled vehicles.

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

The key-person system is not yet good.

Due to some changes in staffing, some staff are not aware of who their key children are. This does not ensure that the care given is tailored to children's individual needs and does not support strong partnerships with parents.Staff do not implement the curriculum successfully.

They complete observations of children and make assessments about their development. However, they do not always plan activities that enable children to become immersed in purposeful learning. Children are not motivated by the activities on offer and, as a result, they often wander around looking for something to do.

Children do not understand how to behave appropriately. They sometimes push other children or throw toys. This sometimes goes unnoticed by staff.

When staff intervene to support children's behaviour, their responses are inconsistent and do not help children to learn what is expected of them, or to understand how their behaviour affects others.Staff show interest in what children do, and they talk with them during their play. They describe what children are doing and ask them questions when sharing stories.

However, staff do not always provide opportunities to extend children's language further or provide the correct words for items children play with. For example, some staff use the term 'quack quack' when labelling a duck. This does not fully support children to learn the correct language.

Children follow daily routines and respond well to instructions from staff. They wash their hands before meals and are given some responsibility to hand out plates of food to children at lunchtime. However, staff do not take advantage of all opportunities to develop children's independence further.

For example, there are times when staff put food on older children's plates for them and take packaging off food rather than letting children do this for themselves. This does not give children full opportunity to develop the skills they will need for their eventual move to school.Children with special educational needs and/or disabilities (SEND) are supported.

Staff work closely with parents to understand children's needs. They contact external agencies for advice on how to support children to make progress. Staff invite speech and language therapists into the nursery to provide targeted support for children with delays in their communication.

Parents say they are happy with the care their children receive. They comment that they see their children making progress and that they are happy and settled. They say staff are friendly and listen to them as parents.

Leaders are aware of some of the weaknesses across the nursery. They have identified ways to action these and are working with staff to make changes. They have systems in place to support staff practice.

For example, leaders observe staff with children and provide regular supervision meetings to discuss what training would support staff to develop their knowledge and skills further. Staff comment that they feel supported by managers.

Safeguarding

The arrangements for safeguarding are effective.

There is an open and positive culture around safeguarding that puts children's interests first.

What does the setting need to do to improve?

To meet the requirements of the early years foundation stage, the provider must: Due date implement a key-person system that is effective so that staff understand children's individual needs and that fosters strong relationships with parents 07/06/2024 ensure all staff understand and implement the curriculum effectively so that children are provided with activities that motivate them to learn.07/06/2024 To further improve the quality of the early years provision, the provider should: support children's language and communication skills further through purposeful interactions with staff support children's independence further so that they are fully prepared for the next stage in their learning support staff to use consistent strategies to respond to children's behaviour so that children receive clear messages about what is expected of them.