Childsplay Day Nursery

Inspection of Childsplay Day Nursery Catherine Beckett Community Centre, Deepdale Road, PRESTON PR1 5AR

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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 Not applicable

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The provision requires improvement

Caring staff form warm relationships with children and families. Children arrive happy, and staff support children to settle through reading stories in cosy spaces. They reassure children if they become upset by giving cuddles and engaging them in play. Staff get to know children and aim to foster their interests. Children choose from a range of activities on offer, and staff join in with their play experiences. This helps children to feel safe at nursery.

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The provision requires improvement

Leaders have developed a curriculum that focuses on communication and language and school readiness. However, there are inconsistencies in the quality of education on offer. Some staff lack the understanding to implement clear learning outcomes for children. For instance, staff do not always support children to develop their vocabulary and listening skills and independence. This is partly due to staff changes but also inconsistencies within the team in practice, routines, behaviour management and subject knowledge. Leaders have not ensured that all staff understand the curriculum intentions and can implement it to a good enough standard. This means that staff do not fully support children to develop positive attitudes to learning. That said, children enjoy singing time. They learn the names of their peers and animal names and noises. Staff are enthusiastic and encourage children to join in with group activities.

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The provision requires improvement

Children with special educational needs and/or disabilities (SEND) are identified, and leaders consult specialist professionals. Although there is a clear focus on supporting children with SEND, leaders and staff do not always act on advice and suggestions. For instance, key persons do not support children in achieving the next steps, and leaders do not assist parents and carers in obtaining additional funding as recommended. This impacts on the progress children make. However, children enjoy their time at nursery, and leaders provide some valuable experiences for children, which enhances the basic curriculum on offer.

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need to do better?

n The provider has not continued to meet the requirements of the 'Statutory framework for the early years foundation stage'. They failed to notify Ofsted of required information. Changes to the committee members were not reported. As a result, some committee members have not had their suitability checked, as is required. However, there is minimal impact on children's safety, as they do not have any unsupervised contact with children. n The curriculum for developing children's independence and self-help skills is not consistently implemented. Staff do not allow children the time and freedom to try and do simple tasks for themselves. For instance, some staff wash children's hands, pour their water and put their shoes on. This limits children's

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need to do better?

17 July 2025 opportunities to practise and develop vital skills ready for their move to school. n Staff provide support for disadvantaged children, children with SEND and those who are learning English as an additional language. They have a basic knowledge of children's needs. They find out key words in children's home languages. However, staff do not use vital communication aids enough to support children's developing understanding. In addition to this, the targets set are not always aimed at closing the gaps in development. This hinders the progress children make and their needs being met. n Leaders use funding effectively to give children experiences and opportunities they would not normally have. Children have weekly sports sessions and enjoy an annual trip. Leaders consider individual needs. They purchase resources such as multicultural tools and books to meet children's interests. This supports

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need to do better?

children's play experiences. n Staff do not consistently implement effective strategies to support children's communication and language development. They do not emphasise key words or introduce new words to support the breadth of children's vocabulary. This impacts on children's ability to communicate. The communication and language curriculum is not yet good. n Staff do not consistently support children's interactions. They fail to intervene, during free play, when children throw toys and grab at others. Staff do not teach children why the behaviour is unacceptable and the expectations at nursery. This impacts on children's engagement in learning. n Parent partnerships are in place. Parents value the staff team and feel comfortable to approach them if needed. Leaders seek information when children start, but this lacks detail. Staff share information with parents about activities and care practices. However, parents are not always aware of what

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need to do better?

their children are learning and their next steps. This means parents are unable to support their children's learning at home. n Leaders conduct regular supervisions. Although there is a focus on staff training, this is not precise enough. Targets set for staff do not reflect the vital areas that they need support with. Staff are unaware of what they need to do to improve practice. Therefore, quality does not improve over time.

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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

17 July 2025 improve the arrangements for children with SEND and provide consistently good support through following agreed strategies 25/08/2025

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Due date

implement effective and consistent behaviour management strategies to support children to regulate their own behaviour and access learning 25/08/2025

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Due date

improve ways of sharing information with parents that includes children's next steps to provide continuity of care and education 25/08/2025

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Due date

implement effective professional development systems so staff receive support, coaching and training to meet the needs of the children they care for. 25/08/2025

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should:

n provide Ofsted with the required information for changes to trustees, in a timely manner, to ensure that checks can be carried out to determine their suitability n support staff to implement the curriculum intentions consistently and to consider the learning and development needs and interests of all children n provide consistent opportunities for children to develop their independence skills in readiness for their next stage of learning n strengthen the implementation of the language and communication curriculum to support children's vocabulary, listening and communication skills n enhance the support for children who speak English as an additional language to support their emotional well-being.

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Setting details

Unique reference number 2733354 Local authority Lancashire Inspection number 10399614 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 24 Number of children on roll 40 Name of registered person Preston Childsplay CIO

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reference number

Telephone number 01772252563 Date of previous inspection Not applicable

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Information about this early years setting

Childsplay Day Nursery registered in 2023 and is based in Preston. It operates from Catherine Beckett Community Centre. The nursery opens Monday to Friday, all year round. Sessions are from 7.30am to 5.30pm. The nursery employs six members of childcare staff. Of these, five hold an appropriate childcare qualification at level 3, and one staff member is working towards a level 3 childcare qualification. The nursery provides funded early years education.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The inspector spoke with the manager about the leadership and management of the nursery. n The manager joined the inspector on a learning walk and talked to the inspector about the curriculum and what they want children to learn. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector carried out joint observations with the manager. n The manager provided the inspector with key documentation on request. n Parents shared their views of the nursery with the inspector. n The inspector spoke to children and staff at appropriate times 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

17 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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