Playdor Nursery School

Inspection of Playdor Nursery School 10 Cann Bridge Street, Preston PR5 4DJ

p.1

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

p.1

The provision is good

At the heart of this caring setting is the understanding that building warm and trusting relationships supports children to progress well. Welcoming and friendly staff allow children to separate confidently from their parents and carers. Staff provide a calm and enticing environment for children to develop their individuality. Children independently access activities of their own choosing. Staff provide children with valuable experiences to learn about the community. They take children on various local outings. Children thoroughly enjoy their time at this vibrant and nurturing setting. Staff support children's emotional well-being well. Children demonstrate they feel safe and happy.

p.2

The provision is good

Children access a curriculum that staff design with a shared vision of ensuring that children are safe, happy and making progress. There is a loving atmosphere in the setting, which supports children to develop positive attitudes towards their learning and behaviour. Staff are encouraging and help to build children's resilience. Children play hoopla in the garden and negotiate climbing structures. They persevere when challenges arise, such as how to get over the top or missing the target. Children are proud when they succeed. Staff teach children about politeness, respect and the importance of being kind and caring towards their friends. Staff are good role models. They speak calmly when children need support and give praise for children's efforts. Children understand the expectations for their behaviour. They play harmoniously together and behave well.

p.2

need to do better?

n The key-person system is effective. Staff gather vital information from parents before children start, including what children already know and can. They seek to understand children's different home lives and how they can meet their needs. Staff build on this information and incorporate children's interests into their plans. This ensures that children's individual learning needs are met. n Children access a broad and balanced curriculum. Staff plan engaging experiences and activities. Leaders analyse information to monitor children's progress precisely. They quickly identify and monitor any gaps in children's learning. Staff share these with parents and quickly seek suitable support from outside agencies as needed. Children make good progress from their starting points in development. n Staff engage children in natural and meaningful interactions to support their communication and language development. They use visuals to communicate in

p.2

need to do better?

an inclusive way and promote mealtimes as social occasions. Staff sing nursery rhymes and read with babies. Older children listen to favourite stories and join in with phrases. Children are confident communicators. n The setting quickly identifies the needs of children with special educational

p.2

need to do better?

12 February 2025 needs and/or disabilities (SEND). Children with SEND are well supported and benefit from the same opportunities as their peers. Leaders use additional funding appropriately to meet children's needs. For instance, staff identify and purchase resources to help children to make progress towards their goals. The provision for children with SEND is good. n Parent partnerships are a fundamental part of the setting's nurturing ethos. Parents speak highly of the setting and staff. They value the communication and activities that staff suggest to complete at home with their children. Parents feel fully included in their children's development, progress and achievements. This regular communication supports a two-way flow of information-sharing to meet children's needs. n The setting promotes healthy eating. Leaders ensure that children eat nutritiously balanced, healthy meals and snacks. Children talk about foods that

p.2

need to do better?

are healthy and unhealthy for them and about their likes and dislikes. This supports children's understanding of a healthy lifestyle. n Staff provide many opportunities for children to be physically active throughout the day. Older children benefit from regular swimming lessons. They learn about water safety and develop their confidence. Staff use weekly physical education sessions to provide children with the opportunity to further develop their physical, listening and concentration skills. Children's physical skills are good. n Leaders are responsive to staff's well-being. Staff feel valued and their morale is high. There are regular opportunities to discuss and review practice, and leaders complete staff supervision sessions. However, these are not consistently focused on improving staff's individual knowledge and skills. For instance, staff do not always recognise that asking open-ended questions encourages more

p.3

need to do better?

discussions. As a result, on some occasions, children do not fully engage in their learning and the intended curriculum is not implemented. n Staff plan and provide group times. However, staff do not always adapt their teaching or consider the size of groups to enable all children to access the curriculum. For instance, during larger-group times, some children find it more difficult to settle and engage in their learning and therefore do not consistently benefit from what staff are teaching.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

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

p.3

should:

n focus supervision sessions more sharply on improving staff's individual

p.3

should:

12 February 2025 knowledge and skills further to implement the curriculum more consistently n plan group times more carefully, taking account of children's ages and stages of development.

p.3

Setting details

Unique reference number EY543260 Local authority Lancashire Inspection number 10368576 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

p.5

inspection

Total number of places 64 Number of children on roll 88 Name of registered person Playdor Limited

p.5

reference number

Telephone number 01772 338126 Date of previous inspection 26 March 2019

p.5

Information about this early years setting

Playdor Nursery School registered in 2017 and is located in Preston. The setting employs 15 members of childcare staff. Of these, 11 staff hold appropriate early years qualifications at level 3, two staff hold qualifications at level 2 and two staff are unqualified. The setting opens Monday to Friday, all year round, except for bank holidays and a week at Christmas. Sessions are from 7.30am until 6pm. The setting provides government funded childcare.

p.5

Inspection activities

n The manager and deputy manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want the children to learn. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n Parents shared their views of the setting with the inspector. n The inspector spoke to the children and staff at appropriate times during the inspection. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the setting. n The inspector viewed the provision and discussed the safety and suitability of the premises. n The inspector carried out joint observations with the manager and deputy manager.

p.6

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.

p.6

Inspection activities

12 February 2025 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.

p.6

Inspection activities

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.7

Inspection activities

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.7

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7