Playday (caversham) Ltd

Inclusion: Strong standard

Inclusion is a key feature of the setting. Children benefit from a highly-inclusive environment where leaders and staff place individual needs, backgrounds and wellbeing at the centre of practice. Staff know children and their families very well and use this knowledge to identify barriers to learning, at the earliest opportunity. Leaders work closely with parents, carers, external professionals and agencies, including speech and language therapists and social care professionals, to ensure children receive timely and effective support. As a result, children with special educational needs and/or disabilities, disadvantaged children and those known, or previously known to children's social care are supported well and make notable progress from their starting points.

Leaders and staff swiftly assess emerging concerns and implement targeted interventions to support children's communication, emotional wellbeing and social development. Individual support plans are reviewed regularly and adapted effectively to meet children's changing needs. Staff confidently make reasonable adjustments to routines, environments and teaching approaches so that all children can participate fully alongside their peers.

Funding is used effectively to reduce gaps in learning and improve children's outcomes, including extending attendance and providing additional targeted experiences. Children are valued as individuals, develop a secure sense of belonging and thrive within this nurturing and inclusive environment.

Curriculum and teaching: Expected standard

Overall, staff plan a broad and thoughtful curriculum that reflects children's interests, developmental stages and individual needs. Leaders have a clear understanding of what they want children to learn and place a clear emphasis on supporting children's communication, confidence, independence and emotional wellbeing. Staff typically use their knowledge of children to effectively adapt activities and routines, particularly for children with special educational needs and/or disabilities, disadvantaged children and those facing barriers to learning. As a result, children are supported to participate fully and feel included within the setting.

The quality of teaching is not yet consistently strong across the setting. While some staff provide purposeful interactions that extend children's thinking, introduce new vocabulary and deepen learning, others focus more on supervision and routine tasks. This creates variation in the level of challenge children receive, when staff do not recognise opportunities or use teaching to extend children's learning and maximise their progress.

Staff promote children's language and communication skills throughout daily routines and play experiences. Staff support children to enjoy stories, songs, imaginative play and discussions that help develop their vocabulary and confidence to express themselves. Opportunities to develop mathematical understanding are promoted through activities such as water play, counting and exploring concepts, such as 'full' and 'empty'. Staff generally assess children's progress appropriately and identify next steps to support ongoing learning and development.

Achievement: Expected standard

Children make progress from their starting points and typically develop appropriate knowledge and skills that support their future learning. Children develop their communication and language skills through songs, books, conversations and play experiences. They confidently join in with group activities, build positive relationships with others and demonstrate growing resilience and exploration in their play and learning. They listen attentively to stories and increasingly express their thoughts and ideas. For example, older children enthusiastically discuss emotions during story sessions and confidently talk about what makes them feel happy, sad or scared.

Children are increasingly independent, confident and socially aware. In preparation for moving on to school, older children follow routines and listen to instructions. They proudly learn to dress and undress independently for physical-activity sessions, while younger children feed themselves and follow familiar routines, confidently. Children with special educational needs and/or disabilities, disadvantaged children and those facing barriers to learning engage positively and make progress in their personal, social and emotional development.

Children enjoy their learning and show curiosity during activities, such as imaginative play, sensory exploration and outdoor physical play. However, inconsistencies in staff interactions mean children's problem solving and thinking skills are not always maximised.

Behaviour, attitudes and establishing routines: Strong standard

Children consistently demonstrate positive behaviour and high levels of kindness and cooperation towards one another and adults. Leaders and staff have established a calm, nurturing and inclusive environment where expectations for behaviour and routines are consistently understood and embedded across the setting. As a result, children feel safe, secure and confident within the daily routines.

Children form warm and trusting relationships with staff and their peers. Staff support children effectively to recognise and manage their emotions, helping them to understand feelings and develop positive social skills. For example, children enthusiastically take part in activities exploring emotions and proudly ring the 'kindness bell', to celebrate acts of kindness. This effectively promotes children's self-esteem and sense of belonging.

Children develop a sense of community and belonging through meaningful experiences with the wider community. For example, children visit local care homes, take part in fundraising activities and participate in events that include parents, carers, grandparents and other family members. These experiences help children develop empathy, respect for others and confidence in social situations beyond the setting.

Children show positive attitudes to learning and engage enthusiastically in activities with curiosity and persistence. They listen attentively during group times, cooperate well with others and confidently follow instructions. Staff carefully consider children's individual needs and circumstances, particularly for those facing barriers to learning, and adapt routines and support strategies appropriately. Leaders work closely with families to promote regular attendance, helping children to settle well, build confidence and become well prepared for their next stages in learning.

Children's welfare and wellbeing: Expected standard

Children are happy, settled and emotionally secure within this warm and nurturing environment. They form secure attachments with their key persons and other familiar adults, confidently seeking reassurance, comfort and support when needed. Staff know children and their families well and work closely with parents, carers and external professionals to support children's individual welfare and wellbeing needs, particularly for children with special educational needs and/or and those facing barriers to learning.

Children are generally supported to develop an understanding of healthy lifestyles and physical wellbeing. For example, children take part in daily outdoor play and physical-activity sessions that help develop coordination, confidence and awareness of how exercise affects their bodies. Older children independently wash their hands, brush their teeth after meals and manage routines confidently. Staff support children to recognise and express their emotions through discussions, routines and activities that explore feelings and kindness towards others.

Children demonstrate that they feel safe and secure within the setting. Staff support children sensitively during transitions to the next room and help them build confidence and independence, over time. However, hygiene and self-care practices are not always consistently promoted. For example, staff do not always respond promptly when children need to wipe their nose or consistently encourage them to manage their own personal-care needs and hygiene routines independently.

Leadership and governance: Expected standard

Leaders are dedicated to providing an inclusive environment where all children and families feel welcomed, valued and supported. They generally have a clear understanding of the setting's strengths and areas for development and take appropriate action to improve the quality of the provision, continuing to strengthen staff support, for instance. They have introduced coaching, peer observations and targeted professional development to enhance staff's knowledge and skills. Although improvements are ongoing, leaders recognise that the quality of teaching and interactions are not yet consistently strong across the setting.

Leaders promote staff's welfare effectively. Staff feel valued and supported through regular meetings, training opportunities and wellbeing check-ins. Leaders monitor staff's suitability appropriately and have strengthened recruitment and oversight of safeguarding procedures following weaknesses identified at a prior visit. Appropriate action has been taken to address these areas, including improving safeguarding practice and more robust monitoring of staff performance, suitability and supervision arrangements. Leaders have also implemented additional staff training and clearer systems for recording and reporting concerns. These improvements are having a positive impact on the day-to-day running of the setting. Leaders recognise there is still further work to ensure consistently strong practice across all areas of the provision.

Leaders work closely with parents, carers, schools, external agencies and the wider community to help secure appropriate support for children and families. Partnerships with families are positive and communication is effective. Leaders have experienced some recent staffing changes and challenges. However, leaders remain reflective and ambitious to continue improving outcomes for children.