Playaway Nursery (BCC) Limited

What is it like to attend this early years setting?

Children are active and busy at nursery. They arrive eager to start their day, separating confidently from their parents. Staff work hard to ensure that they provide an inclusive learning environment for all children. They adapt their practice to ensure that children receive the support they need to take part in activities. Children receive warm and nurturing care, which helps them to be confident. Staff are attuned to the needs of children and use their skills to help children to communicate effectively.

Parents are welcomed inside the nursery to support transitions for children. A well-planned and secure induction process means that staff know children's starting points. They work closely with parents to share information, which supports children to make good progress in their learning and development. Open days allow families to be a part of nursery life as they join in activities and share cultural food.

Children have access to a well-resourced book area, which helps them to develop a love of books. Interactive story time helps children to learn new words and extend their imagination. They talk excitedly about what they might see at an aquarium and act out how penguins waddle when they walk. Open-ended questions help children to make connections in their learning and experiences.

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

• Children are provided with resources to develop their strength, balance, and coordination. With encouragement and support, children learn to climb steps and go down a slide, helping them to learn new skills. Children are given positive praise and they take pride in their achievements.
• Staff support children to play with each other. They explain how their actions are affecting others, and there is strong focus on being kind and sharing resources. This contributes to an environment where children negotiate with each other and share ideas.
• Lunchtime provides an opportunity for children to do things for themselves and learn new words. Staff talk about 'tasty' and 'healthy' vegetables. Children respond by having a go at using a fork for the first time and drinking independently from a cup. However, occasionally staff do not fully support and encourage older children to take part in all routines at nursery to further boost their independence. For example, at times staff do not remind older children to wash their hands before eating or when leaving the bathroom, and after lunch staff encourage some older children to help clear up and tidy away but allow others to walk away leaving their things on the table.
• Staff assess children's needs and work sensitively with parents and carers to plan next steps. Regular updates keep them informed of the progress that children are making. The nursery requests support from external agencies, as needed, in a timely manner.
• Staff plan activities to promote children's learning and development. Children pour and fill containers in the water tray to develop their hand-eye coordination and wash trucks and diggers as part of their interest in transport. On occasion, the layout of the activities means that some children are not able to join in.
• Staff speak highly of the manager and of the support they receive. They say that the manager is always available when they need them. One-to-one supervision and development opportunities help them to keep up to date with their learning. This has contributed to a motivated staff team, who feel valued and supported.
• Staff use children's interests to help them to learn through play. For example, children's interest in hot air balloons is extended to the creative table, where children make their own balloons and baskets. Adults develop children's imagination by asking them what it might feel like to be floating high in the sky like a balloon.
• Parent feedback shows that they value the service that they receive. They welcome the strategies and suggestions that the nursery makes to help their children's learning and development. They say that this joint working has helped their children to learn new things, and helped them to support their children's behaviour.
• The manager keeps up to date with developments in early years by accessing training, including training that is offered by the local authority. She spends time alongside staff modelling best practice.

What the setting must and should do next

The provider should:

• plan and offer activities in smaller groups so that all children can take part fully and benefit from the learning intentions
• support and encourage children to take part in all routines at nursery to enable them to form lifelong habits.