Play Away Day Nurseries Ltd

What is it like to attend this early years setting?

Children are happy, active, inquisitive learners. Managers and staff have high expectations for every child, including children with special educational needs and/or disabilities (SEND). They have a good understanding of what they want children to learn. Staff provide an exciting curriculum and learning environment that successfully supports all children's exploration and enthusiasm for learning.

The atmosphere in the nursery is inviting and welcoming to children and parents. Staff encourage children to behave well, make choices and develop their independence. For example, older children help to lay the table, serve themselves and clear their plates at lunchtime. All children confidently choose and use resources independently.

Staff provide a range of activities that help children to learn and respect differences in society. Recently, they arranged for a child to bring their pet rabbits to the nursery to celebrate Chinese New Year. Additionally, a member of staff came to the nursery dressed in traditional cultural clothing to celebrate Diwali. Children learned about the meaning of the festival and took part in an Indian dancing activity.

Older children thoroughly enjoy yoga activities. They learn to move their bodies in different ways and confidently show others how to do the movements.

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

• Since the last inspection, managers and staff have significantly improved the quality of children's care and learning. For instance, through the involvement of childcare specialists, local authority advisors and by using clear action plans, which are regularly reviewed and updated. They have worked hard to successfully meet the actions and recommendations made at the last inspection. For instance, they have improved hygiene practice, followed guidance for babies' sleep times and ensured procedures for serving food to children with allergies are followed at all times.
• Managers have improved the opportunities for staff to access additional training online. Staff share and use information from training to improve outcomes for children. They have used knowledge they have gained from training about 'risky play' to provide additional resources that enable children to take risks within safe limits. For instance, younger children have developed and extended their physical skills as they have learned to balance on wooden planks placed across old car tyres.
• Staff have a secure knowledge and understanding of children's individual needs, including how to respond to the needs of children with care plans. They confidently explain how they work in partnership with parents and other agencies to support children with SEND and meet children's complex medical needs. Staff thoughtfully and confidently adapt their care and activities, so that children with SEND are fully included and make good progress. Managers use additional funding to support children's interests and give them the skills they need for the future, such as their pre-writing skills.
• Staff are good role models. They communicate well with children and successfully support their language development. They successfully encourage children's interest in books and singing activities. Younger children thoroughly enjoy looking at the 'All About Me' books and turn the pages to look at the pictures. However, staff do not review care routines to prevent children's learning and concentration during activities being disrupted. For instance, during group story times and nappy changing routines.
• Managers and staff strive to involve parents to provide continuity in children's learning and development. Since the last inspection, they have extended the book lending library to all age groups of children and know that children are keen to re-borrow books. Staff have received positive feedback from parents that they enjoy reading to their children at home.
• Staff manage children's behaviour in a positive way. They provide positive role models for children. All children learn to share, take turns and play together cooperatively.
• Children confidently choose and use resources independently. However, staff do not consistently respond to children's emerging interests during their independent play, to further challenge and extend their learning, so they make the best possible progress. For instance, when younger children discover they can create sound by banging resources made from metal and when they notice differences as they look through coloured plastic shapes.

What the setting must and should do next

The provider should:

• consider ways to further extend and challenge children's development when they play independently, so they make the best possible progress
• review and improve care routines, so that children's learning and concentration during activities is not disrupted.