Play A Way Nursery & Pre-School

Inclusion: Strong standard

All children benefit from leaders and staff who know them extremely well, and who respond very quickly to their varied and individual needs. Any barriers to learning are swiftly identified so that children receive the right help at the right time. Staff are skilled and knowledgeable in supporting children with special educational needs and/or disabilities. They adapt and tailor any support carefully to meet children's individual needs. Children benefit from adults who work closely with professionals and local agencies, ensuring that support is consistent, purposeful and helps them to thrive.

Children experience an enriching curriculum that is adapted thoughtfully to help bridge gaps in learning. Funding is carefully allocated to provide focused, one-to-one support. Considered planning means that any experiences offered help children to build confidence and make progress at their own pace. Staff make reasonable adjustments and respond sensitively to children's needs, helping them to feel safe, secure and successful. For example, staff offer children the chance to regulate and feel well prepared for any transitions or change before they occur. From the very beginning, children and families receive meaningful experiences from staff.

Children benefit from strong continuity of care, including thoughtful support during transitions to school. Parent engagement is embedded across the setting, with staff listening and responding well to families so that children feel valued, supported and understood. Staff ensure they communicate well with other settings that children attend. This ensures a consistency of approach, so that all children can make the progress of which they are capable.

Curriculum and teaching: Strong standard

Leaders build a curriculum that prioritises development in all areas of the early years foundation stage and have considered the layout of the premises well, taking into account all ages and stages of development. For example, to develop skills in physical development, children benefit from a soft-play room specifically designed for children to move, balance and stretch. Babies have purposeful floor equipment designed for practice in crawling and cruising, in preparation for walking. Other areas hone more development in children's fine motor control. Within play experiences, staff count steps with children and teach early mathematical concepts, like sequencing. Staff interact frequently and purposefully with children, to teach new skills and encourage perseverance. This promotes high levels of engagement, contentment and progress for all.

Children experience a learning environment that is full of curiosity and exploration. For example, staff provide a wide range of unusual artefacts from different age eras and various cultures. These are things that children may not experience in their everyday lives, but that help them to develop awe and wonder of the wider world. Staff frequently ask questions of children that challenge their thinking and require children to put their thoughts into words. Children have time to process questions and respond. They experience visits to the local shops and library to borrow books to support their understanding of their own and other people's way of life. Children celebrate what is the same and different about themselves and their peers, and what makes them unique.

Achievement: Strong standard

All children make strong and meaningful progress from their individual starting points.

Children feel secure in the setting, supported by knowledgeable and attentive staff who understand their individual needs. They flourish in a language-rich environment, engaging in purposeful conversations that significantly enhance their learning and strongly promote speech and language development. When children show signs of delay, staff respond swiftly, referring them to external professionals and working closely with these agencies to ensure a consistent and well-coordinated approach to each child's learning.

Daily routines provide children with frequent opportunities to develop the skills needed to become independent learners. The calm atmosphere allows children time to process new challenges and experiences, helping them grow in confidence. As a result, children are well prepared for the next stage of their education and the transition to school.

Behaviour, attitudes and establishing routines: Strong standard

Staff create a consistently positive and nurturing environment where expectations are clear and confidently understood by children. They listen attentively and help children reflect on how their actions affect others, supporting the development of empathy and emotional awareness. Interactions are calm, sensitive and carefully tailored to individual needs, including for children with special educational needs and/or disabilities. These children receive thoughtful encouragement and personalised support, such as having their own resource baskets that staff use to promote regulation and focus. Leaders recognise the importance of attendance and punctuality, working closely with families and offering support when needed. This ensures children benefit fully from the setting's routines and learning opportunities.

Children's behaviour is consistently positive, and they play alongside one another with excellent cooperation. Staff skilfully guide children to work harmoniously, using well-pitched questions to check understanding and ensure everyone is ready for activities and daily routines. Children need minimal adult intervention and show high levels of respect, patience and turn taking. Staff's calm and responsive manner provide a consistent model for children, enabling them to thrive socially and emotionally within a highly positive learning environment.

Children's welfare and wellbeing: Strong standard

Staff are highly responsive to children's needs and ensure that they share information to implement safe procedures. For example, staff in the baby room demonstrate a sound understanding of safe sleep practices and consistently promote these. Staff supervise children when they eat and ensure that the preparation of food, as well as children's allergies, are carefully considered for all.

Children enjoy nutritious meals made on site, and, when needed, staff consult with parents on meals enjoyed by children in the setting, to encourage them to try new foods at home. Children harvest their own tomatoes, potatoes and strawberries and eat them during snack times. Staff model enjoyment of eating for babies and table manners for older children. Older children manage their own needs at mealtimes and develop confidence to carefully pour drinks and chop food.

Leaders assess risks well to best support children's welfare and wellbeing. For example, when the weather is hot and UV levels are high, they adjust morning activities to ensure that all children have opportunity for outside play in the fresh air. There are many spaces within the building to allow for children to explore a change of scene throughout their day. This keeps them refreshed and engaged for every part of their learning experience.

Leadership and governance: Strong standard

Leaders share that they are given autonomy in decision-making and making positive adjustments to ensure the highest quality provision. They demonstrate a clear and reflective understanding of the setting's strengths and weaknesses and use this to inform any development in practice. Leaders meet regularly with each other, and consult with staff and families to gain feedback about what is done well and what could be better improved.

Whilst the setting registration is fairly new, leaders already show they have taken effective action to ensure that effective procedures are sustained and refined. For example, leaders take effective action to strengthen practice. Following previous incidents, they carried out a detailed review and implemented additional staff training. This has improved staff confidence and consistency in responding to children's behaviour and individual needs.

Staff's wellbeing and workload are a priority for leaders, and the small staff team work supportively together. Leaders ensure staff have time to plan for children's learning to reduce the pressure of their work. Leaders effectively support staff through regular meetings and training.