Play Away Day Nurseries Ltd

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

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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

Older children arrive happily and are familiar with the morning routine. However, staff do not give enough assurance to babies, particularly on arrival when some of the youngest babies struggle to separate from their parents and carers. This, at times, creates an unsettled atmosphere for the room of babies.

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The provision requires improvement

Children are generally supported to be well mannered and to behave well. They are keen and eager to get stuck into activities on offer. Older children develop their physical skills and early literacy as they follow instructions and dance to music. With big smiles, younger children delight in playing with bubbles. Staff engage attentively, using opportunities to encourage language by repeating simple words, such as 'bubbles'. All children develop early friendships and enjoy playing with and alongside their peers.

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The provision requires improvement

Leaders have worked closely with staff to implement their bespoke curriculum. While inconsistencies exist in the quality of teaching and interactions, some staff successfully offer meaningful and enjoyable activities to support a range of different skills. As a result, there are times when children benefit from rich communication and language opportunities, which help to expand their vocabulary and support their ongoing language development.

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need to do better?

n Leaders share a clear vision for their curriculum. They demonstrate a reflective approach to leadership and a strong commitment to the ongoing development of the nursery to enrich children's experiences. Leaders prioritise the continuous professional development of staff, including undertaking targeted training to enhance the quality of outdoor play. This has a positive impact on children's learning in the outdoor environment. However, the same level of emphasis is not applied to the induction process, which limits some staff's understanding and ability to fulfil their roles and responsibilities effectively. n Older children benefit from the supportive relationships formed with staff, a view shared by parents. They take time to listen to children and respond well to their emerging needs. However, staff changes have unsettled some of the youngest children and disrupted continuity. Key-person roles are not embedded due to

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need to do better?

these changes, and gaps in the induction of new staff mean not all staff are confident with their roles and responsibilities. n Leaders ensure that there are appropriate arrangements in place to support children with special educational needs and/or disabilities. They work closely with families and professionals to develop and carry out effective targeted intervention strategies. For instance, they implement focused small groups and use additional funding to help facilitate a lower staffing ratio for these to take

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need to do better?

24 June 2025 place. This helps ensure that all children are able to access the curriculum and that individual strategies are effective. n Staff support the development of problem-solving and teamwork skills effectively, such as during exploration of the large-scale water area. This supports children to develop motivation and curiosity in their learning effectively. They actively engage in self-chosen activities. n Children's communication and language skills are well supported. Staff discuss children's ideas and introduce new words. For example, when older children make ice creams using dough materials, staff talk to them about what they have created and introduce words such as 'squeeze' and 'squash'. Babies are also well supported during parts of the day, for example as they are soothed off to sleep and as staff respond to their babbling and early attempts at speech. This helps to build their language and communication.

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need to do better?

n Staff support children to build their independence and confidence in preparation for the next stage of learning. For example, older children are encouraged to collect a plate and serve themselves at lunchtime, while others are supported to learn how to put on and remove their shoes. However, leaders do not monitor well enough to ensure that children receive fully clear messages about the importance of consistently following intended personal hygiene routines. n Staff encourage the use of good manners, and children often say 'please' and 'thank you' when seeking help. They also demonstrate sharing and turn-taking skills when playing with their friends. However, leaders do not provide enough support and monitoring to staff so that they are confident to consistently respond to, or manage, children's behaviour. As a result, children do not benefit from consistent support to understand right from wrong.

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need to do better?

n Partnerships with parents are well established and valued. Parents speak positively about the nursery, expressing appreciation for the high-quality hot meals and the thoughtful attention given to children with allergies. They comment that staff are approachable.

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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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Due date

24 June 2025 ensure that all staff receive effective induction and coaching to support them in fulfilling their roles and responsibilities 31/07/2025

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Due date

ensure the key-person system effectively promotes secure and settled relationships, especially for the youngest children 31/07/2025

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should:

n strengthen consistency in supporting children's understanding of why routines are in place to support and promote hygiene practices n develop consistency in supporting children's behaviour to help them understand right from wrong.

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Setting details

Unique reference number EY275052 Local authority Hampshire Inspection number 10406173 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 122 Number of children on roll 174 Name of registered person Play Away Day Nurseries Limited

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reference number

Telephone number 02380 862 169 Date of previous inspection 13 August 2019

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Information about this early years setting

Play Away Day Nurseries Ltd in Totton, Hampshire is part of Family First. It registered in 2003 and became part of Family First in 2022. It is open each weekday from 7.30am to 6.30pm for 51 weeks a year. The nursery employs 32 members of staff, one of whom holds early years professional status. There are 21 members of childcare staff who have relevant qualifications to at least level 3. The nursery provides funded early education for two-, three- and four-year-old children.

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Information about this inspection

Inspectors Hayley Doncom Nicole Atkinson

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Inspection activities

n The inspectors, manager and deputy carried out a learning walk across all areas of the nursery to understand how the early years provision and the curriculum are organised. n Two joint observations were carried out by the inspectors, manager and deputy manager to observe the quality of teaching. n The inspectors held discussions with children, staff and parents at appropriate times throughout the inspection. n The inspectors looked at a sample of documentation. This included checks for the progress check at age two and staff suitability. n A leadership meeting was held with the inspector, manager, deputy manager and early years specialist.

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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

24 June 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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