Playmania (South Yorkshire) Limited

Inclusion: Strong standard

Support for children with special educational needs and/or disabilities, or other barriers to learning, is highly effective. Staff consistently reduce barriers to children's learning. They swiftly identify children's individual needs. Leaders and staff rigorously monitor their progress. Leaders ensure there are no delays in making referrals to other agencies. They work closely with external professionals to ensure children get the early and ongoing support they might need.

Staff share regular developmental reports with parents and carers. They ensure strategies are shared between home and the setting. Leaders adapt staffing levels and numbers of children so that staff can meet children's needs effectively. Staff adapt the environment and routines to meet the needs of the children consistently. For example, staff provide one-to-one interventions with children who may need additional support.

Leaders use funding effectively to purchase food hampers and fund additional sessions so that children attend more consistently. This approach ensures that children with barriers to their learning feel like they belong and are included. Key persons know their children extremely well and their specific targets. They share this vital information among the wider staff team. This ensures there is a consistent approach. This has a sustained impact on children's outcomes.

Curriculum and teaching: Expected standard

Leaders and staff generally provide a curriculum that is sequenced and interesting for children. They have effective action plans in place to bring about improvements. However, they recognise they still have work to do to ensure that all staff have the confidence to identify how to extend activities to support children's learning even further. At times, staff do not consistently support children's thinking to help them develop their own ideas and emerging skills.

Overall, children develop the skills they need for the next stages in their learning. Leaders ensure there is an appropriate balance of adult-led and child-initiated activities on offer. Staff plan activities that focus on helping children to build on their existing skills and interests. For instance, toddlers enjoy the sensory experience as they explore sand, water and paint. Staff use everyday routines and modelling to enhance learning, with a clear focus on school readiness. Staff plan activities such as manipulating pencils to pass cups around the circle. Older children skilfully use their fine motor skills needed for writing, whilst allowing children to explore their own ideas and understand balance and co-ordination. Children are engaged, enjoy their learning and remember what they have been taught.

Staff who work with babies focus on helping them to build solid foundations for the future, such as helping them to develop physical skills and confidence. Babies show delight as they begin to walk unaided, and they become steady on their feet. Staff are always close by and offer praise and reassurance. Babies show enjoyment as they join in with the actions for familiar songs and sit on staff's knees as they turn the pages in books. Overall, staff use this time effectively to support children's communication and language development. However, this support is not consistent. For example, there are times when staff focus their interactions on more confident children. As a result, children who have limited vocabulary engage less.

Achievement: Expected standard

All children, including those with special educational needs and/or disabilities and those facing barriers and challenges to their learning, develop the necessary skills and knowledge to be ready for their next learning stage successfully. For example, children who were non-verbal when they started are now able to communicate using sounds and actions. Other children who found it challenging to settle at first have now made friends and are developing strong bonds with their peers.

Older children independently explore the environment, making choices about what they want to do and play with, supporting their confidence. Children progress through the curriculum effectively. For example, babies learn to crawl and balance. Younger children develop their language skills by joining in with rhymes and songs. Older children learn to recognise and write their names. Children understand mathematical concepts, for example shape, size and capacity. They enjoy counting in sequence and adding one more. These skills help children to be ready to transition to school successfully.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff create an inclusive environment for children to play and learn. This makes children happy and eager to participate. Children interact positively with their friends and show respect for their environment. Staff build close relationships with children. Children enjoy spontaneous hugs and receive lots of praise from staff. This supports children's emotional wellbeing effectively. Staff consider children's ages and individual needs when setting their behavioural expectations. All children show they feel safe and happy with staff in the setting. They are enthusiastic to come in each day, and parents and carers say their children often talk about staff at home. Leaders encourage families to bring children regularly, and they attend well. They provide flexibility, which helps families and children to access their full funding entitlement. This has a positive impact on children's learning and development.

Overall, children benefit from being with the staff team, who are kind, caring and nurturing. Typically children are encouraged to be kind to each other, and staff help them to resolve minor conflicts. Generally, children are supported to build on their knowledge and skills. They develop positive relationships with each other and benefit from the praise staff offer when they are well mannered and help with jobs, such as setting the table for lunch. Typically, children demonstrate positive levels of self-confidence and self-esteem. They are keen to join in with activities and demonstrate a positive attitude to learning.

Children's welfare and wellbeing: Expected standard

Leaders and staff typically promote children's health and welfare. Babies demonstrate that they are happy and confident as they explore their surroundings. Staff gather detailed information from parents before they start, and children benefit from flexible settling-in visits. Staff know their key children well and meet their care needs effectively. For example, they recognise when children are tired and adjust the routine accordingly to meet individual needs.

Mealtimes are sociable and enjoyable for children. Children generally demonstrate positive behaviour, independence and self-help skills, such as pouring their own water and using cutlery effectively. Staff provide gentle reminders that help to keep children safe. For instance, they remind children to sit down until they have finished eating. Children eat healthy, freshly cooked meals and learn about healthy habits for the future. Staff talk to them about the importance of eating vegetables and drinking water. Children take part in tooth brushing activities and learn about oral hygiene routines.

Children develop a range of physical skills. This is a strength of the curriculum. Children enjoy the fresh air each day and spend time learning in the garden. For instance, older children show enjoyment as they complete an assault course and practice balancing hula hoops. Indoors, children access soft play opportunities, and a role-play area helps build their confidence and encourages their imagination skills.

Leadership and governance: Expected standard

Staff benefit from working with caring, professional and experienced leaders who promote their wellbeing. They say they feel happy working in the setting and that they receive appropriate support to fulfil their roles. For instance, leaders provide staff with regular supervision meetings, so they have a confidential space to speak openly. Regular staff meetings are held to enable the team to reflect on the effectiveness of the provision, and leaders ensure that staff are up to date with the latest guidance legislation. Generally, leaders have a clear overview of the provision and know what works well and areas they would like to develop. They recognise the need to continue monitoring and supporting staff so that any remaining inconsistencies in the quality of the curriculum and teaching are addressed swiftly and supportively.

Leaders maintain positive partnerships with other professionals, such as those who work with children with special educational needs and/or disabilities, and local schools. This helps them to support staff to meet children's individual needs and promote smooth transitions when children are ready to move on. Staff confidently discuss the procedures to keep children safe and access professional development courses online, such as safe food practice and safer sleeping. Leaders contact families if children do not attend at their regular time each day. This helps them to prioritise children's safety and welfare.