Play Place Wayside Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children show that they are happy at the nursery. They feel safe to explore and help themselves to a variety of resources, and seek help from staff when needed. Children say they like coming to their nursery where they make new friends.

Parents like the nursery's genuine 'community feel' and they support they receive to provide children with different experiences. For example, the nursery embraces the celebration of all festivals. Christmas time is particularly fun, with parties, a special lunch and the arrival of Father Christmas; the children were in awe and did not recognise the kind parent in the red outfit.

Childr...en have positive attitudes and behave well, developing good early social skills. For example, they show good manners and table etiquette during mealtimes. The directors and staff are ambitious for the nursery and seek continuous improvement.

Recent staff changes have resulted in an enthusiastic team who are keen to expand their knowledge and skills. Systems in place, such as new methods of assessing children's learning, are contributing to a reduction in staff workload and placing a renewed focus on the quality of teaching.

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

Children understand the daily routines such as morning 'sharing time'.

Children enjoy welcoming everyone to the group. They sing songs and count using their fingers. Staff also teach children simple signing so that all children are included.

These activities support children's communication and early mathematics skills and develop their ability to relate to others.There are many activities available for children to choose from and which develop a good range of skills across the curriculum. For example, older children help themselves to paper and scissors to practise cutting paper to wrap presents, while staff support younger children.

Recently purchased good-quality resources, such as magnetic squares and wooden threading boards, hold children's attention and support their concentration and problem-solving skills.Staff carry out regular assessments of children's progress and quickly identify gaps in their learning. In the main, staff teach well, although not all staff have as much skill as others.

During activities, for example when children use the soft-play area, staff tend to let them jump around without getting them to think about what they are doing. In some group activities, staff do not focus on children's individual next steps to raise their learning to a higher level.Parents praise staff for the work they do to support their children.

Staff hold regular assessment meetings and parents welcome the new online system which provides them with photographs and comments on their child's progress. Furthermore, the recent introduction of the 'parent pack' encourages parents and children to continue learning at home.Staff say they are well supported in their work.

They have regular supervision and meetings with managers to evaluate their strengths and areas for development. Staff have good opportunities to take courses that improve their skills. For example, recent training in how to support children's literacy has helped staff understand the muscles children need to develop before they begin to write.

Children know how to keep healthy. They have fun doing their daily exercises. They learn breathing techniques and how to coordinate their limbs, counting as they move.

Children eat nourishing snacks and freshly cooked meals. Daily outdoor play, in all weathers, further engages children in physical activity. Staff are working towards improving the outside play experiences.

However, some equipment is worn and the areas are uninviting and do not sustain children's imagination.Staff plan outings to give children new experiences. For instance, trips to woodland areas allow children to explore nature and listen to birds.

Also, occasional local visits to elderly people enrich children's broader knowledge of their community.

Safeguarding

The arrangements for safeguarding are effective.The overall leadership of safeguarding is comprehensive and responsive to the needs of the children in the nursery.

There are well-organised systems and processes. Safety risk assessments ensure the security of the building and regular fire drills and 'lock-down' practises protect children. Staff are fully aware of their responsibilities to protect children's welfare, including recognising signs that children may be at risk of radicalisation.

Furthermore, the manager works closely with the Croydon Safeguarding Board (CSBB) and other related safeguarding agencies to protect the children. As a result, there is a strong culture of safeguarding.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: support staff to adapt activities to children's different stages of development, particularly during group sessions review the quality of resources and the planning of outdoor activities to provide children with variety and challenge.