Playdays

Inspection of Playdays 10 Cedar Road, Sutton, Surrey SM2 5DA

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Overall effectiveness Good

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

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The provision is good

Children arrive at the setting happily and are warmly welcomed by affectionate staff. The staff make significant efforts to ensure children settle comfortably, including conducting home visits before they start. They gather detailed information to build strong bonds with both the children and their families. This helps to promote children's emotional well-being. Children are eagerly engaged in activities tailored to their individual needs and interests from the outset. Staff acknowledge and embrace each child as a unique individual. As a result, all children, including those with special educational needs and/or disabilities (SEND), make consistent progress.

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The provision is good

Parents appreciate the experienced, kind, and caring staff. They note that their children are making particularly good progress in language skills, social skills, and behaviour management. Children show they feel safe and secure by confidently speaking with visitors. Staff serve as positive role models, fostering a friendly and interesting environment. For example, children show curiosity as they work together to find mini beasts in the garden. They eagerly use magnifying glasses and match what they find to displayed pictures. Children are cheerful and keen learners. They are often heard spontaneously singing the nursery rhymes they have learnt while they play.

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need to do better?

n The dedicated and passionate managers have high ambitions for the setting. They continually look at ways to improve on their practice. For instance, they have introduced a parent pack for new parents and a transition pack for parents of children moving on to school. This helps to promote good partnerships. n The staff have also introduced a wigwam filled with cushions as a calm area. Children learn to regulate their feelings when they decide they need some quiet time away from the group. n Parents are overwhelmingly positive in their praise about the setting. They value the communication systems and the software used to keep them informed about their child's daily activities and development. Additionally, they find the setting welcoming, flexible, and respectful of their children's backgrounds and cultures. n The consistent staff team have a sound understanding of their key children and the skills they need to develop next. They consistently monitor children's

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need to do better?

progress to identify any learning gaps. Children with SEND receive good support. Staff are adept at recognising and reporting any concerns. They work effectively with other agencies to ensure children and families receive the necessary advice and support. n Staff well-being is a top priority, with managers providing supportive and sensitive leadership. Staff feel valued in their roles and are both experienced and

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need to do better?

3 October 2024 well-qualified. Regular supervision sessions encourage staff to reflect on their practice. Managers ensure that all essential training is completed. This fosters a strong staff team. n There is a strong focus on promoting children's language skills. Staff engage children in daily story sessions, with books displayed in cosy and inviting areas. Additional funding has been used to purchase books for children to take home, encouraging family reading time. Each child also receives a personalised book featuring photographs of their family, fostering a sense of identity and belonging. However, at times, staff ask children questions but do not always give them enough time to be able to think and respond. n Children have daily access to an outdoor space. Here, they use their imagination, explore nature and engage in physical activities to strengthen their muscles. They manoeuvre wheeled toys, balance on beams, and climb the slide. They

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need to do better?

skilfully grind rose petals with a pestle and mortar to make potions. They also create their own creatures from natural materials like cork and pine cones. n The thoughtful planning provides many opportunities to foster children's independence and self-help skills. For instance, children pour their own drinks at snack time and are encouraged to cut up their fruit. They learn to use the toilet independently and make choices during play. They look in the well placed mirror when wiping their nose and learn to put the tissue in the bin. They also find their name cards at registration and place them on the board. Children are well prepared for the skills they will need for their eventual transition to school.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n Support staff to provide children with more time to respond to questions and think through their ideas, to extend their learning as fully as possible.

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Setting details

Unique reference number 139946 Local authority Sutton Inspection number 10355439 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 Sessional day care

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inspection

Total number of places 24 Number of children on roll 39 Name of registered person Linda Speck & Carol Moore Partnership

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reference number

Telephone number 07932 730968 Date of previous inspection 29 November 2018

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Information about this early years setting

Playdays registered in 1994 and is situated in central Sutton in the London Borough of Sutton. The pre-school provides funded early education for children aged two, three and four years. It offers a variety of full-day and part-time sessions from 9am until 3pm, five days a week, and lunchtime sessions all week from 9am until 1pm and 12 until 3pm. There are eight members of staff. Of whom, five hold early years qualifications at level 3. The three managers hold an early years degree, two of whom hold early years professional status.

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Inspection activities

n The manager and inspector completed a learning walk together of all areas of the setting and discussed the early years curriculum. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact this was having on children's learning. n Parents shared their views of the nursery with the inspector n The manager showed the inspector relevant documentation, including the suitability of staff. n The inspector spoke to staff and children during the inspection and took account of their views.

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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

3 October 2024 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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