Playaways Nursery Ltd

What is it like to attend this early years setting?

Dedicated leaders focus the curriculum on the prime areas of learning. This helps children to build a solid foundation of knowledge and skills, prior to starting school. Babies excitedly test their own physical abilities, as they go down the indoor slide on their tummies. Staff enthusiastically cheer them on, helping to develop their confidence from the start. Staff challenge younger children's independence skills. For example, they encourage children to unscrew lids and introduce new vocabulary, such as twist and tricky. Children become confident and independent learners.

Outside, older children develop their problem-solving skills. For instance, they work together using crates and wood to make their own balance beams. Staff help children to begin to manage their own risks in a safe environment. Children enjoy playing catch with staff, developing their hand-eye coordination. Staff immerse themselves into children's play and children seek out staff to play with them. This creates a harmonious environment. Children demonstrate positive attitudes towards their learning.

Staff have high expectations for children's behaviour. They gently remind children of these and encourage children to make 'good choices'. Staff deeply value and respect children's opinions and choices. Babies have the opportunity to choose their snack by pointing or looking. This provides children with a sense of belonging. Younger children listen and follow instructions well, as they help staff to tidy up. Staff are excellent role models for children and offer meaningful praise. For example, children pass an object to their friends and staff praise this, children beam with pride. Children are kind, thoughtful and well mannered.

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

• Staff use their excellent knowledge of children to plan stimulating activities based on their interests. This helps to build on what children know and can do. Babies relish exploring new sensory experiences, such as edible foam. Staff support their emerging language as they skilfully model new words, including 'splat'. Staff use spontaneous learning moments to challenge children's learning. For example, older children make a star shape from dough and staff encourage them to count the points of the star. Children make good progress in their learning.
• Staff complete ongoing observations and assessments of children's learning, helping to monitor their progress and well-being. Early identification is a strength of the nursery and children receive the support they need. Leaders use their knowledge of the children and their families to determine how to best use funding. For example, leaders have used funding to support learning at home.
• This supports a consistent approach to children's development.
• Overall, staff promote children's health well. They ensure that children enjoy healthy snacks and share expectations for nutritious packed lunches with parents. Older children wipe their noses independently and younger children and babies begin to develop good hygiene routines. However, staff do not make good use of opportunities to teach children about the impact of food on their bodies. This does not fully develop children's awareness of growth and development.
• Children benefit from various outings, helping to widen their knowledge about their community. For example, children enjoy walks to the shops and parks. Staff teach children about local traditions, such as Glastonbury Festival. This creates a real sense of community. Leaders are keen to teach children about different cultures and backgrounds of families. This exposes children to diversity and culture, helping them to develop their understanding of the world around them.
• Passionate leaders offer staff regular mentoring and training, supporting staff's well-being and ongoing professional development. Recent training on special educational needs and/or disabilities has helped staff to implement more robust intervention plans. This means targets are more precise to children's individual needs, supporting deeper learning. Leaders use self-evaluation well to continuously enhance the provision for children and families.
• Leaders have formed strong partnerships with parents. They share relevant information about their children's learning and closely involve them. For example, parents attend regular meetings to help organise forthcoming events, such as Christmas parties. This approach helps parents to feel valued. Parents report that their children are happy and describe staff as friendly, attentive, caring and genuinely invested in their children.
• Leaders did not inform Ofsted about a notifiable event. This was an oversight, and all other aspects of leadership and management are good. The provider has previously notified Ofsted of other significant events and now has a good understanding of when to notify Ofsted. There is no impact on children's safety and care.

What the setting must and should do next

The provider should:

• strengthen further staff interactions with children during mealtimes, to extend children's understanding of the impact of healthy foods on their bodies.