Playhouse Day Nursery

Inspection of Playhouse Day Nursery 287 Hatherley Road, CHELTENHAM, Gloucestershire GL51 6HT

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Outstanding Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

Children excitedly arrive at the setting, and they confidently separate from their parents to explore the nursery environment. This reassures parents that their child is happy and well looked after. Staff communicate well with parents to include details about their child's developmental progress and provide opportunities to continue learning at home. This enables children to further progress and become confident learners.

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The provision is good

Children have access to a wide range of activities that are scheduled around their interests and developmental needs. This is demonstrated in their deep engagement to learn independently and as a group. Younger children contently explore various resources in the sensory room, such as moving lights that develop their visual focus and textured resources to develop their small-hand muscles. Older children have exceptional focus. They explore letters and sounds as they dig through flour in a group activity. They discuss which letter they have found, say the sound, and have a go at writing it in the flour. This is developing confidence in recognising letters that will initiate the start of reading and writing.

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The provision is good

Children are extremely positive and cheerful during play and demonstrate impeccable respect for one another. They support their peers and cheer each other on when they notice they are facing challenges during activities. This encourages children to keep trying and promotes confidence and security in social situations.

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The provision is good

All children are developing independence to match their age and stage of learning. Babies and toddlers are beginning to feed themselves with a spoon, and some children are moving from chairs with safety straps to sitting on small, child-size chairs. Older children use the toilet alone; they hang their own belongings on their named pegs and help themselves to food and drink at snack times. This embeds a sense of trust for children to try new challenges and gain self-worth as they make their own choices.

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need to do better?

n Leaders and staff have developed a curriculum that motivates children to learn with enthusiasm. They review children's development well. Children's developmental starting points are initiated with parents during the settling-in process. This supports staff to thoroughly get to know each child, form a key relationship with them and identify their individual needs. If staff recognise that children have gaps in their development, they approach this accurately and sensitively. For example, staff identified that some children were falling behind in their mathematical development. They assessed this weakness, implemented new resources and provided structured activities to successfully promote

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need to do better?

15 February 2023 children's learning potential. n Children behave exceptionally well within the setting. They have excellent control of their emotions due to the caring and nurturing staff, who offer continual support and manage challenging and disruptive events very well, particularly for toddlers. Children are highly motivated to follow rules, particularly to tidy away the toys they have finished with before getting out more toys. Children demonstrate extremely high levels of respect towards their peers. They accept each other's differences and similarities and discuss these among themselves. Children show support and cheer each other on during activities. This reflects how staff continually encourage children to have a go. Children are motivated to learn and are thoroughly engaged in the activities set out around the classroom. Children demonstrate concern for others. For example, when a child bumped their head, the children supported the child by

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need to do better?

asking if they were alright. n Most children articulate language well through their strong social interactions with others. For example, children in the baby room handle textured books and attempt to name the animals. When they are unsure, they look to staff for help, demonstrating confidence and security in the presence of trusted staff. However, there is limited communication between staff and those children who speak English as an additional language. This prevents some children from having the ability to communicate their needs clearly. n Leaders and managers are reflective in their practice. They review the setting closely to seek out future improvements and provide a continually suitable play space. For example, the manager would like to make improvements in the garden to ensure children are being challenged in all areas of development. Management continues to reflect on how well children are progressing. If

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need to do better?

children are not progressing well in a specific area, management will review this to highlight if staff need additional training. n Managers seek to provide a supportive environment for staff and parents, as they recognise the difficulties people have faced since the COVID-19 pandemic. They promote an open-door policy for all staff members and parents to help support their emotional well-being. This provides opportunities to build strong, trusting relationships and encourage open discussions.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Managers follow a robust recruitment policy to ensure that all staff are suitable to work with children, which continues with ongoing staff supervisions. All staff are trained in safeguarding and reflect on this with the management team regularly. This ensures that all staff are secure in their knowledge of how to keep children safe from harm. Staff can identify all areas of abuse that may signify that a child is at risk. They understand their responsibilities in reporting concerns to necessary professionals, including reporting an allegation about a member of staff.

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should:

n extend the support for children who speak English as an additional language to encourage two-way communication with staff and children.

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Setting details

Unique reference number EY420840 Local authority Gloucestershire Inspection number 10264592 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care

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inspection

Total number of places 29 Number of children on roll 46 Name of registered person Playhouse Day Nursery (Cheltenham) Limited

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reference number

Telephone number 01242 253212 Date of previous inspection 20 June 2017

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Information about this early years setting

Playhouse Day Nursery opened in 1994 and re-registered as a limited company in 2010. The nursery opens Monday to Friday, from 8am to 6pm, all year round, except for bank holidays, and provides out-of-school and holiday care. The provider receives funding for free early education for children aged two, three and four years. There are 10 members of staff, including the manager. Of these, six hold appropriate early years qualifications, and the manager has an early years degree and holds early years professional status.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The inspector observed the quality of learning and the impact this has on children's development. n The manager took the inspector on a learning walk of the setting to discuss the setting's curriculum and ethos. n The inspector had discussions with staff and children at appropriate times during the day. n Parents shared their views of the setting with the inspector. n The inspector sampled documents to confirm the suitability of staff, including Disclosure and Barring Service records and paediatric first-aid certificates.

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Inspection activities

We carried out this inspection 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.

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Inspection activities

15 February 2023 regulates and inspects to 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.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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