Play Works

What is it like to attend this early years setting?

The oversight of the provision has improved since the last inspection. The new leader ensures that staff access the mandatory training they require for their roles. Children are kept safe and well. The leader and staff have children's best interests at heart. They focus on helping each child to develop the skills and knowledge that they will need for 21st century life. Staff are very happy and are committed to their jobs. This helps to create a settled, relaxed and calm environment for children.

The curriculum is well thought out to promote secure development across the different areas of learning. Staff find out about each child's starting points and use their knowledge to plan suitably challenging activities and experiences for each child. As such, all children including those who have special educational needs and/or disabilities make steady progress.

Staff plan the daily routines to support children to make choices about their learning. Children are very positive about their play and learning. They demonstrate high levels of involvement in both their self-chosen play and adult directed activities. Staff create a positive emotional environment through their kind and caring interactions. This helps children to develop well emotionally and manage their behaviour appropriately. Children behave well and learn how to become social.

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

• The new leader has quickly evaluated the quality of the provision to help her identify what needs to improve. She has promptly addressed the weaknesses that were identified at the last inspection. This means that children now receive a consistently good quality of education and care. The leader recognises she has more work to do to ensure that all staff receive continuous professional development that helps them to improve their personal performance and raise outcomes for children further.
• Staff carefully assess children's progress and share their findings with parents and carers. The special educational needs co-ordinator supports staff to identify signs that may mean a child requires additional support. Staff work with other agencies to help children receive the early intervention they need to help them make good progress.
• Staff support children to gain good communication and language skills. Staff provide children with back-and-forth interactions that help children to learn how language works. Staff introduce children to fun rhymes, songs and books that promote children's understanding, and use of new vocabulary. Staff carefully monitor children's language development and if concerns are identified they provide extra help and support. Children, including those who speak English as an additional language, become confident communicators.
• Staff understand and promote physical development. Children are supported to develop both their fine and gross motor control. Staff provide a range of experiences, such as messy play to promote small muscle development in readiness for later writing activities. Children gladly join in with group activity sessions that help them to move their bodies in different ways. For example, they master stretching, marching and skipping. Children are physically active in their play. This supports their good overall development.
• Staff prioritise social and emotional development as part of the programme to prepare children for school. Children feel safe and secure because staff provide a predictable routine. Children quickly develop the confidence to play alongside others. Staff model to children how to share and take turns. This supports children to learn how to accept the needs of others and regulate their own feelings. Staff gently reinforce polite and social behaviours. Children develop well emotionally and personally.
• The development of healthy lifestyles is fostered by staff. Staff help children to learn about healthy habits for their futures. For example, children are provided with a healthy snack and drink. They learn to try new tastes and textures. Staff model to children how to manage their personal hygiene, such as blowing their nose in to a tissue and washing their hands. Furthermore, staff teach children how to brush their teeth and gums to maintain good oral health. Children develop the personal skills they require to lead healthy and happy lives.

What the setting must and should do next

The provider should:

• develop performance management systems to ensure practitioners receive effective professional development to help them improve their own personal performance.