Play A Way Day Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are met by familiar and friendly staff who know them well. They come in excited to see their friends and explore the toys and resources set out for them.

Children settle well and are safe. Staff develop an attractive environment, which is well planned based on children's interests. For example, children enjoy exploring a water tray outside, filling and pouring with different utensils.

This supports children's developing communication and mathematical skills as children talk about capacity, weight and measurement. Staff praise and encourage children, and they behave well. They hold their friends' hands outside ...and pass them fruits at snack time.

Staff have high expectations for children. They encourage children to be respectful and kind. Where children need additional support, staff are calm and patient in their approach.

Children know the routines of the setting well. They wash their hands and talk about keeping themselves safe. For example, they cut fruit safely when making their own fruit kebabs.

Children demonstrate positive attitudes to their learning. They wait patiently for their turn when lining up for lunch. Staff plan a motivating and interesting curriculum based on children's next steps and gaps in learning.

For example, children develop a love for reading, such as when they share books and sing rhymes with adults in the outdoor book den.

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

Parents talk highly of the friendly and caring staff. They say that their children enjoy attending and have made good progress in their speaking, confidence, and personal and social skills.

They say that they get ideas to help their children at home, such as with toilet training. However, the provider has not fully considered how to ensure that all parents can be more involved in their children's learning at the setting.Leaders and managers reflect on practice well and they are proactive in making improvements.

For example, they have developed the environment to provide children with a range of opportunities in different aspects of learning. They share resources with their other registered settings to increase variety for children, which helps to widen their experiences. They have ambitious plans for the future of the setting, such as further developing areas for children to role play.

Staff's interactions with children are positive. Staff are good role models. They support children's understanding of healthy eating, and talk about what is in their lunch boxes.

Children hold thoughtful conversations with staff about which fruits are the healthiest. Babies delight in exploring toys in the calm and nurturing environment. New babies settle immediately with their key person.

Staff say that they enjoy working at the setting. They feel supported and have access to a wide range of training. They appreciate the opportunities that they have to work with a variety of colleagues and in different rooms.

However, at times, staff are not always aware of the expectations of them during large-group times. This impacts on older children's engagement and focus.Children with special educational needs and/or disabilities (SEND) are well supported.

Staff use additional funding effectively to promote their physical skills. For example, children explore climbing equipment, such as a wooden bridge and beams, which staff purchased to develop their core strength, balance and coordination.Staff aim to develop children's independence and confidence.

However, opportunities for children to do things for themselves are not always consistent. For example, younger children are taught skills, such as feeding themselves with spoons. However, staff are quick to complete tasks for older children, which they are capable of doing themselves, such as opening their lunches, pouring their drinks and serving their food.

This impacts on older children learning to do things for themselves.Staff encourage children's thinking skills. For instance, children spend a long time exploring insects with magnifying glasses.

They talk about the differences between the grasshopper that they found and other insects. They talk about the different sounds that the grasshopper makes. Staff ask questions and give children time to think about their answers.

This supports their confidence.Leaders and managers have developed effective partnerships within the local community. They encourage links with local schools and colleges, offering work experience and placement opportunities.

They seek advice and support from the local authority to support practice and provision for children with SEND. They encourage staff to undertake further qualifications to support their knowledge and skills. They are committed to providing good-quality care and education.

Safeguarding

The arrangements for safeguarding are effective.Staff know how to identify signs and symptoms of abuse. They know where to go for information, advice and support.

They have a secure understanding of the processes to follow if they have a concern about a colleague, leader or manager. The setting is safe and secure. Checks are undertaken and recorded on sleeping children, including babies.

There are appropriate systems in place for the recruitment, vetting and checking of the ongoing suitability of staff. Owners and managers have a clear understanding of their roles and responsibilities for staff and children's safety and well-being.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nenhance opportunities for parents to be more involved in their children's learning nensure that all staff know the expectations for large-group activities so that they can support all children to be fully engaged provide more-consistent opportunities for older children to do things for themselves to promote their independence.