Play Away Day Nurseries Ltd

Play Away Day Nurseries Ltd 43 High Street, Totton, Southampton, Hampshire SO40 9HL

p.1

Inspection date 13 August 2019 Previous inspection date 8 April 2013

p.1

This inspection: Good 2

Previous inspection: Outstanding 1 Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

p.1

This provision is good

n The management team is proactive at self-evaluation and successfully gains the views of children in the nursery. It focuses on giving all children including those who have additional needs appropriate tools to communicate their wishes. This values children's contribution. n Practitioners know the children and their families well. They can talk confidently about their key children's interests and where they are in their learning. They plan for children's next steps and use observations to monitor their progress effectively. This has a positive impact on the outcomes children make. n Children behave well and show confidence when accessing their chosen play. Practitioners act as good role models and show patience and kindness to both colleagues and children. n Children make good progress from their starting points and show motivation to learn. Children with additional needs are supported well as practitioners develop effective

p.1

This provision is good

partnerships with other professionals. This allows them to receive all the support needed to help build solid foundations for their learning. n Parents speak highly of the regular exchange of information they receive from their children's key person. They are very well supported to extend their children's learning at home. For example, practitioners prepare activity bags. This collaborative approach contributes to the overall well-being of children. n Although practitioners have regular supervision meetings, the arrangements for monitoring their performance are not successfully embedded in order to raise the quality of all practitioners' teaching to the highest level. n At times, practitioners do not fully support younger children to manage tasks for themselves, to help develop their independence and self-help skills further.

p.1

What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

p.2

What the setting needs to do to improve further

n place a stronger focus on monitoring staff practice to raise the good quality of teaching to the highest level n provide further opportunities for younger children to do things for themselves to develop their independence further.

p.2

What the setting needs to do to improve further

n The inspectors observed the quality of teaching in all rooms to assess the impact on children's learning. n The inspectors completed two joint observations with the manager and room manager, in the younger age room and in the older age room to discuss and evaluate practice. n The inspectors sampled documents, including safeguarding procedures, staff suitability checks and children's development records. n The inspectors spoke to parents, staff and children and took into consideration their views. n The inspectors tracked children's learning and development from their starting points to view progress made.

p.2

Effectiveness of leadership and management is good

The management team has a clear vision for the nursery and sets high expectations of the standard of care and education it expects for children. It praises the practitioners in voicing their views and helping develop the nursery further. The management team works together to successfully monitor children's progress. It identifies any potential gaps and swiftly develops plans to overcome these. Safeguarding is effective. Practitioners demonstrate a robust understanding of child protection. They know how to recognise and respond appropriately to any concerns they have in relation to children's welfare. Risk assessments are used effectively to remove potential hazards throughout the environment.

p.3

Quality of teaching, learning and assessment is good

Practitioners skilfully observe children to find out their interests and how they like to learn. They pay particular attention to the details in children's routines to support children with special educational needs and/or disabilities. Practitioners follow children's emerging interests. For example, babies indicate they want to play outdoors. Younger children are encouraged to enjoy books. They become very involved and join in with familiar phrases. This develops their early literacy skills. Older children develop their communication and language skills through focused listening and attention groups. This helps them build their concentration levels and prepares them well for school. Practitioners provide stimulating activities that capture children's interests, such as 'hide the puppets' and exploring coloured dough.

p.3

Personal development, behaviour and welfare are good

Practitioners provide clear and consistent boundaries to help children understand what is expected of them. They give clear explanations to older children. This helps them understand what it is the practitioners are asking and why they are asking. This develops an environment of mutual respect and develops children's social skills. Babies are content in their surroundings. They are eager to explore sensory mats and show delight when relaxing in a cosy den. Children thoroughly enjoy spending time outdoors and are given regular opportunities to be physically active and explore nature. They excitedly share the snails and worms they have found and talk about being gentle in returning them back to the soil. This demonstrates children's sensitivity and understanding of others.

p.3

Outcomes for children are good

Children who are learning English as an additional language show delight in sharing their favourite books in their home language. This develops a positive sense of themselves. Younger children learn social skills as they play alongside one another. Older children develop early literacy skills and their understanding of different letters and sounds. For example, they sing along to rhyming songs and confidently tap to the beat. Children show an interest in developing their fine-motor skills as they practise forming letters from familiar words.

p.3

Setting details

Unique reference number EY275052 Local authority Hampshire Inspection number 10108562 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care Age range of children 0 - 4 Total number of places 122 Number of children on roll 131 Name of registered person Play Away Day Nurseries Limited

p.4

reference number

Date of previous inspection 8 April 2013 Telephone number 02380 862 169

p.4

reference number

Play Away Day Nurseries Ltd in Totton, Hampshire is one of three nurseries of the same provider. It registered in 2003. The nursery is privately owned and managed. It is open each weekday from 7.30am until 6.30pm for 51 weeks a year. The nursery receives government funding for children aged two, three and four. There are 22 members of staff working with the children. The owner and senior manager hold a degree in early years, 16 staff hold a qualification at level 3 and one practitioner is working towards her level 3. The setting employs an administrator, a full-time cook, a kitchen assistant and two lunchtime supervisors.

p.4

reference number

This inspection was carried out by Ofsted under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

p.4

reference number

procedures set out in the guidance Complaints procedure: raising concerns and making complaints about Ofsted, which is available from Ofsted's website: www.ofsted.gov.uk . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk . achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

p.4

reference number

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.5

reference number

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open- government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.5

reference number

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: www.ofsted.gov.uk/user .

p.5

reference number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.5