Play A Way Day Care Centre

Inclusion: Expected standard

Leaders and staff take time to get to know each child as soon as they start. They use their interactions and observations of children to help them identify who may need extra help. Typically, they work well in partnership with parents to make sure that support is in place. Leaders signpost parents and make referrals to outside professionals when needed. Staff create individual plans with small, achievable and well sequenced next steps for children. This helps to ensure that they make continual progress against their starting points.

Generally, staff support those who have barriers with appropriate strategies. For example, children who speak English as an additional language are welcomed through books, songs and pictures that reflect their home culture. Children with delayed speech listen to stories and songs everyday. This helps children to speak with their friends and communicate their needs. However, some children start school not yet able to use the toilet with confidence. This is despite the positive efforts of staff and the strategies that they have implemented. Leaders regularly access specialist training. They receive updates through the local authority. This information is shared with staff so that they can support the needs of all children.

Curriculum and teaching: Expected standard

Leaders have a suitable understanding of the curriculum and quality of teaching. They have taken positive steps since the previous inspection to strengthen the curriculum. For instance, they prioritise children's communication and language skills through everyday interactions. Staff speak to children and use open-ended questions to extend their language. For example, when playing with sand, staff ask if anyone has been to the beach before. This sparks a conversation and children share what they do with their family. There is a clear focus on teaching to develop children's communication skills effectively.

The curriculum for maths is delivered well. Children are exposed to mathematical language and concepts through play. Staff count the dinosaurs that younger children are playing with so that they hear number sequences. Older children draw around shapes and count the number of sides and corners. Children remember what they have learned as they talk about if their cups are full or empty with water. Typically, interactions are inclusive and positive. However, at times, staff do not recognise when children are not joining in play. This means that these children do not always receive high-quality interactions that help them to make the best possible progress.

Achievement: Expected standard

Children make appropriate progress from their starting points across all areas of learning. This includes children who face barriers to their learning. They develop independence skills as soon as they start. Younger children help to tidy up and pour their own drinks. Older children cut their snack and clear away their plates. Children develop their critical-thinking skills as they fill containers with soil. They talk about needing more and understand when their pot is full. Children add water to the mud and observe changes to the texture.

Children access plenty of sensory experiences which help them develop their fine-motor skills. This supports them to hold a pencil as they draw pictures of their family with focus and detail. When children prepare to walk to a local field, they put on their own high-visibility vests and look for cars as they cross the road. They are aware of the boundaries and know how to keep themselves safe.

Behaviour, attitudes and establishing routines: Expected standard

Staff provide children with warm and nurturing interactions. Children listen to songs and join in the actions. They sit on staff's laps to enjoy their favourite story. This helps to build positive relationships and bonds with staff. Leaders and staff have commonly understood expectations for children. Staff are positive role models, supporting children to use good manners and be polite. Children frequently say 'please' and 'thank you' without prompt. Most of the time children take turns and share their toys with their friends. When there are minor disagreements, staff intervene and support the children with their behaviour. They provide clear and consistent explanations. Children are gaining more confidence with the daily routines. Older children hear a tambourine during transitions so that they know what is happening next. Staff explain the expectations and children listen well. Children help staff to put away the toys at tidy-up time and they know to line up before getting ready for outdoor play. Transitions are not as well embedded for younger children. At times, they are unsure what is happening during transitions, and this impacts their behaviour and wellbeing. Staff use lots of praise and encouragement. This helps children to develop positive attitudes to learning.

Children's welfare and wellbeing: Expected standard

Leaders and staff create a safe and welcoming environment for children. Children form warm relationships with their key person, who are responsive to children's emotions. Staff are quick to recognise when children need a reassuring cuddle or to hold their hand, especially when they become unsettled during transitions. Children receive lots of praise and encouragement, developing their confidence and self-esteem. Staff adhere to safer-sleeping guidelines. They supervise children at nap times and gently rub their backs as they fall asleep to provide them with a sense of security. Children sleep soundly and wake refreshed, ready to play.

There is focus on supporting children's emotional, physical and oral health. Children bring a packed lunch to the nursery. Leaders and staff provide parents with frequent advice and information on healthy options. This helps to ensure that children have healthy and nutritious meals each day. Children learn about tooth brushing techniques and receive visits from professionals so that they know how to care for their teeth. Children say that they must brush twice a day. Children walk to the secure outside space everyday for fresh air. These experiences help children to build healthy habits for the future.

Leadership and governance: Expected standard

Leaders have a sound understanding of the setting's strengths and areas of focus. They have reflected and enhanced the indoor and outdoor environment. Children can access a sensory room and area for investigation. The small outside space allows children access to experiences such as sand and water play. Children learn how to grow and care for plants and flowers. Leaders focus on where further developments can be made and strive to secure even better outcomes for children. However, they do not always recognise when routines and transitions need to be amended so that children feel settled and secure.

Staff feed back that they are happy and receive regular supervisions. Leaders focus on their wellbeing and workloads. They discuss what professional development they would like to complete and select training that would benefit the children in their care. For example, some staff have completed a specialist speech and language course. This has had a positive impact on the children's communication skills as staff use open-ended questions and hold conversations with children.

Children benefit from effective partnerships with parents who praise the kind and nurturing staff. They receive communication daily and attend parent meetings to discuss children's development. This helps children with special educational needs and/or disabilities receive the support that they need. Leaders make good use of additional funding to support children's individual needs. For example, they increase the number of staff working with children, so they have more interactions. This has a positive impact on helping children make progress.