Play Away Day Nurseries Ltd

What is it like to attend this early years setting?

Children arrive happy, confident and eager to learn at this inclusive and welcoming nursery. Staff work closely with families to gain a deep understanding of the children in their care. They use this information to help children settle, meet their individual needs and form good bonds with staff. Babies show that they feel secure as they approach familiar staff for cuddles and reassurance, when needed. Older children seek out their key person to share their experiences or ask for support. This helps children to have a sense of belonging at the nursery.

Staff plan a wide range of activities and experiences that capture children's interests. For example, babies have great fun making marks with paint and water with brushes. Toddlers persevere at scooping sand into buckets to make sandcastles. Older children develop the small muscles in their hands as they skilfully use scissors and glue sticks to make creations. Staff know children well and adapt activities to take account of the age and abilities of the children taking part. This helps all children make the progress they are capable of.

Staff are positive role models and have clear expectations for children's behaviour. For example, they encourage and support children to share, take turns and use good manners. Children know what is expected of them and follow the daily routine well. For instance, when they hear staff shake a tambourine, they know it is time to tidy away their toys, in preparation for their next part of the day.

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

• The curriculum is carefully thought out and well sequenced. Staff recognise and value children's uniqueness as a priority. They have a clear understanding of what children already know and can do, building on their interests to support their next steps in learning. The provider uses any additional funding well. For example, they tailor support to meet the individual needs of the child. All children, including those with special educational needs and/or disabilities, make steady progress from their starting points.
• Staff understand the importance of developing children's speech and language. They use different methods to support individual children's communication needs. For example, staff learn key words in children's home languages and use simple sign language to assist communication skills. Staff introduce lots of new vocabulary in activities. For instance, babies babble with delight when staff read stories and sing to them. Older children engage in meaningful back-and-forth conversations with staff. This helps to develop children's growing vocabulary, including for those who speak English as an additional language.
• Staff caring for babies and toddlers are gentle and caring. They respectfully ask children's consent during personal care routines, such as wiping noses and nappy changing. Overall, staff use opportunities for children to practise their independence skills. For example, they encourage even the youngest of children to feed themselves successfully using cutlery. Older children tidy away their toys and put on their own coats before going outside. However, at times, staff are too quick to complete simple tasks for children that they could try for themselves, such as pouring their own drinks and clearing away their plates. This means that children are not always fully encouraged to master their independence skills.
• Children show positive attitudes towards their learning. They are inquisitive and eager to learn, which contributes towards their problem-solving skills. For example, staff encourage younger children to compare size and count objects as they play. In addition, when older children make dough with staff, they recognise it needs more ingredients. Staff ask probing questions to help support their ideas. As a result, children try different ways to change the consistency of the dough.
• Overall, the provider ensures that staff have the support and training they need to deliver good-quality care and education for all children. Staff have regular supervision sessions to discuss key information and their well-being. However, the arrangements for monitoring staff practice and identifying areas where they need more support, are not always fully effective. For example, at times, some staff rely on others to take responsibility or wait for direction before carrying out routine tasks. This results in minor inconsistencies in staff's understanding of their roles and responsibilities.
• Staff establish good relationships with parents, who speak highly of the care and education their children receive. Parents know who their child's key person is and comment on the support and guidance offered. For example, how they can promote children's speaking skills and potty training at home. Staff update parents on their child's day during daily conversations and on an online app.

What the setting must and should do next

The provider should:

• support staff to recognise when they can encourage children to develop their independence skills further
• strengthen the monitoring and support for staff so that they fully understand their roles and responsibilities.