Playhub Day Nursery

Inclusion: Expected standard

Leaders and practitioners provide an inclusive and supportive service for children and their families. They take time to understand each child's background. Practitioners thoughtfully adapt their provision to ensure that every child receives the support they need. Children and families benefit from high levels of care and guidance. Practitioners respond to sensitive situations with compassion and professionalism. For children in receipt of additional funding, leaders carefully consider their individual needs. They work closely with other professionals to secure appropriate resources and meaningful experiences that help children work towards their developmental goals.

Leaders and practitioners are knowledgeable and demonstrate inclusive values. They are well trained in using approaches to support children with special educational needs and/or disabilities and to monitor children's learning and assess their progress. Practitioners have expertise to identify emerging gaps in children's development promptly and put effective strategies in place to address them. As a result, all children are supported in overcoming barriers to learning and making progress.

Curriculum and teaching: Expected standard

Leaders have designed a well-considered curriculum that is typically delivered effectively. Practitioners are clear about the knowledge and skills they want children to develop at different ages and stages. They offer a broad range of activities and experiences that promote children's learning across all areas of the curriculum.

Leaders prioritise the growth of children's communication and language skills and their personal, social and emotional development. Practitioners model appropriate vocabulary for all children. Children benefit from varied opportunities to strengthen their communication skills. For example, practitioners provide older children opportunities to converse with their peers and ask questions. They encourage younger children to listen and join in with songs and stories. Practitioners further support their development through building positive relationships, nurturing interactions and encouraging sharing, turn-taking and positive behaviour.

Practitioners provide purposeful opportunities to develop children's physical skills. They offer resources and outdoor play to help children develop their large-muscle skills. Younger children engage in sensory play, exploring different textures in messy activities. Older children use a range of tools and resources to make and manipulate play dough. This supports their developing fine motor skills.

Practitioners generally adapt their interactions to meet children's individual learning needs and support their progress. However, there are occasions when teaching is not yet consistent enough to fully support or extend children's learning. For example, while children make play dough, practitioners do not introduce or model vocabulary related to measurement or size. This limits opportunities to promote children's mathematical development.

Achievement: Expected standard

Children are well prepared for the next stage of learning because they develop the confidence and skills they need for the future. They develop a wide range of communication and language skills through purposeful play. Younger children are encouraged to listen and join in with familiar songs, while older children build confidence by asking and answering questions. Through these interactions, they form positive relationships and engage in meaningful conversations with their peers. Children participate confidently in activities and communicate effectively with their friends.

Inconsistencies in teaching limit children's ability to make further progress; however, all children, including those with special educational needs and/or disabilities and those who face barriers to learning, make progress from their starting points. Children achieve expected milestones because thoughtful practitioners provide support that is tailored to their individual needs. Children remain motivated and engaged because they enjoy the play opportunities available to them.

Behaviour, attitudes and establishing routines: Expected standard

Leaders foster a positive and nurturing environment, where children understand age-appropriate expectations for their behaviour. Practitioners act as positive role models. They build warm and respectful relationships with children, encouraging them to play and learn cooperatively. For example, babies enjoy taking turns rolling a ball with practitioners. Older children work collaboratively and share ideas as they create artwork. Children show positive attitudes towards their learning. Practitioners help them develop resilience and manage their emotions. They work closely with parents and carers to implement behaviour management strategies for children who find regulating their emotions more difficult. Children demonstrate growing independence in managing their self-care, such as putting on coats and washing their hands. They show a willingness to try new experiences and demonstrate resilience when faced with trickier tasks. However, on some occasions, during activities and daily routines, staff carry out tasks for older children without giving them the opportunity to try themselves first. This limits the development of children's independence skills.

Leaders and practitioners keep accurate attendance records. They implement rigorous procedures for managing children's absences. This ensures that children's safety and wellbeing remain their highest priority.

Children's welfare and wellbeing: Expected standard

Leaders and practitioners create a calm and well-organised environment. Children benefit from stable routines, regular physical activity and healthy, nutritious meals. Practitioners plan the spacious rooms to allow children plenty of space to move freely and engage in their play. Babies form secure attachments with their key persons, who offer warm and responsive interactions that help them feel safe and settled. Practitioners support children in recognising and managing their emotions by modelling calm behaviour, naming feelings, and offering guidance during more difficult moments.

Children enjoy daily opportunities for fresh air, whether in the outdoor area or on trips to the local park. Here, they run, jump and climb, building their coordination and strengthening their physical skills. Through everyday routines and discussions, practitioners help children to learn about healthy lifestyles, including the importance of washing their hands and balanced diets.

Leaders work effectively with parents and carers and external professionals to identify and meet children's individual needs. Together, they establish consistent routines for sleep, eating and daily activities. This ensures that children receive consistent support both at home and in the setting.

Leadership and governance: Expected standard

Since the previous inspection, leaders have strengthened the curriculum to ensure that children make progress in all areas of their development. They have a clear understanding of the the setting's strengths and areas for development. Leaders have equipped practitioners with training to deepen their understanding of planning and assessment. This ensures that activities are purposeful and typically help close any gaps children's learning. Despite these strengths, there are still aspects of teaching that require development to ensure greater consistency.

Leaders demonstrate knowledge of the children and families who use the setting. They use this understanding to respond effectively to individual needs and to ensure that all children have fair access to learning opportunities. Leaders focus on reducing barriers to children's learning. They identify gaps in development and emerging needs promptly. This enables timely and targeted support. Leaders promote an environment where every child feels safe, valued and included. Safeguarding is of high importance. Leaders strengthen practitioners' knowledge through regular training, staff meetings and supervision sessions. As a result, practitioners have a secure understanding of procedures and confidently identify and respond to concerns, ensuring children's safety and wellbeing.

Leaders place emphasis on practitioner wellbeing and provide support for their personal and professional roles. They regularly check in with practitioners to identify any additional support needs and ensure that workloads are manageable. Leaders discuss professional development during supervision meetings and take account of practitioners' interests when sourcing relevant training opportunities. This approach helps practitioners feel valued and supports their ongoing professional development.

Partnerships with parents and carers are effective. Parents speak highly of the setting and feel well supported and listened to. They describe positive communication with leaders and practitioners. Parents appreciate being kept informed about their children's progress. This supports consistency between home and the setting, supporting secure and sustained progress for all children.