Into-Play @ The Quays

Inspection of Into-Play @ The Quays 24 Llanthony Road, GLOUCESTER GL2 5HQ

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Overall effectiveness Requires improvement

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

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The provision requires improvement

Staff are kind and caring, children enjoy spending time with them. For example, toddlers seek out staff when they need support, older children are keen to show staff the paper aeroplanes they have made and how well they fly. However, key persons do not use their knowledge of the children to create challenging opportunities or purposeful interactions to extend learning. At times, staff sit and cuddle babies with little interactions, older children run up and down the playroom lacking meaningful play opportunities. Children who need additional support are not always quickly identified, some staff are unaware of the processes to follow. Parents are not always kept up to date with what their children are learning at nursery and do not always get the external support they need.

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The provision requires improvement

The provider can identify areas for improvement in the nursery. While they have begun to take steps to make improvements, this has not yet had the desired impact. Curriculum delivery is not consistent across the nursery, staff do not always think about what they want the children to learn and how they can tailor learning opportunities to the developmental level of each child.

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The provision requires improvement

Children have regular opportunities for fresh air and exercise. Babies explore the sandpit in the garden and giggle as they go down the small slide. Staff expose children to a range of experiences when they go on walks in the local community and visit the museum. Older children develop their senses when they explore water with various fruits and different resources to tip and pour water.

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need to do better?

n The provider is aware of some of the weaknesses within the nursery and has started to implement changes to curriculum structure and delivery, with support from the local authority who visit the nursery regularly. However, this is yet to have a consistent impact across the nursery. Staff do not always create learning opportunities that are relevant to children's developmental level or engage them in meaningful learning experiences. As a result, children play repetitively for long periods with familiar items. n Staff lack the individualised support they need to fulfil their roles successfully. The provider does not ensure staff get regular opportunities to discuss their progress, well-being and training needs. Despite this, staff report that the provider is approachable and they are confident to share any concerns they may have with them. n Children with identified needs have support in place to help them access the

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need to do better?

nursery environment. However, children with gaps in learning, who would benefit from external support, are not identified and referred quickly enough. The provider does not always make staff aware of the processes to follow to get

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need to do better?

10 July 2025 this support for children. Therefore, all children do not have appropriate support in place to enable them to make the best possible progress. n Many parents state their children are happy, well cared for and love to attend the nursery. However, staff communication with parents is not consistent. Some parents share developmental concerns about their children, which are not always followed up by staff. Furthermore, parents are not always made aware of changes in the nursery or what their children are learning while at nursery. n Children are settled and confident in the nursery. They explore their environment and seek favoured activities to engage with. Staff foster children's love of books. Babies listen intently to 'Dear Zoo' and anticipate the next animal they will see. Staff engage toddlers with excitement, when they encourage them to think what is coming next in the story. Older children enjoy sharing stories with staff.

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need to do better?

n Staff mostly know their key children well. They know their likes and dislikes and what they want them to learn next. However, they do not use this knowledge to create individualised learning opportunities for children. For example, staff do not think how they can support babies, who are learning to walk, to develop their skills and increase their strength. Older children engage in a phonics activity. However, staff do not think about children's next steps for learning, or if their receiving school is following the same phonics programme. Staff do not always think about children's specific needs when creating activities.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

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

p.3

Due date

ensure that the key-person system is implemented effectively, and staff use their knowledge of each child to create learning opportunities tailored to their individual needs 18/07/2025

p.3

Due date

ensure that staff work closely with parents and other agencies, and make timely referrals when they identify that children will benefit from additional support, to enable them to make the best possible progress 18/07/2025

p.3

Due date

10 July 2025 build on the arrangements for the supervision, monitoring and training of staff to provide staff with the knowledge, support and skills they need to successfully fulfil their roles 18/07/2025

p.3

Due date

support staff to improve the planning and delivery of the curriculum to ensure that it meets the needs of all children and is suitably challenging 14/08/2025

p.4

Due date

strengthen information sharing with parents so that they are kept fully informed of their child's progress, learning and key changes within the setting. 18/07/2025

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Setting details

Unique reference number EY451292 Local authority Gloucestershire Inspection number 10409635 Type of provision Childcare on non-domestic premises

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Registers

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

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inspection

Total number of places 68 Number of children on roll 91 Name of registered person Into Play Limited

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reference number

Telephone number 01452 413131 Date of previous inspection 15 June 2022

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Information about this early years setting

Into-Play @ The Quays is one of two nurseries run by Into Play Limited. It registered in 2013 and is situated in Gloucester. The nursery opens each weekday from 7.30am to 6pm for 51 weeks of the year, except for bank holidays. It employs 20 members of staff, who work directly with the children. Of these, 14 hold childcare qualifications at levels 3 to 6. The nursery receives funding for free early education for children aged two, three and four years.

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Inspection activities

n We carried out this inspection as a result of a risk assessment, following information we received about the provider. n The provider and the inspector carried out a learning walk together of all areas of the nursery and discussed the early years curriculum. n The inspector spoke to staff at appropriate times during the inspection and took account of their views. n The inspector carried out a joint observation of a small-group activity with the provider. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the nursery. n The inspector spoke to parents during the inspection and took account of their views. n Children spoke with the inspector during the inspection.

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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

10 July 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.

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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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