Partou Playaway Day Nursery & Pre-

School

Unique reference number (URN): EY331082 Address: 34 Devonshire Place, Harrogate, North Yorkshire, HG1 4AD Type: Childcare on non-domestic premises Registered with Ofsted: 27/02/2006 Registers: EYR Registered person: Funcare Limited

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Behaviour, attitudes and establishing routines Expected standard

Children behave very well. Staff are positive role models, treating children with respect and kindness. Children thrive on the praise and encouragement they receive when they have done something well or been helpful. Clear and consistent strategies are in place to support children who sometimes struggle to regulate their emotions. These are appropriate to children's ages and stages of development. For example, staff carefully explain to toddlers what might happen if they push over the tower they have made. Older children become equipped with the skills they need to play with their friends, such as negotiating turn-taking and sharing resources.

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Behaviour, attitudes and establishing routines Expected standard

Overall, children demonstrate positive attitudes to their learning. They show focus and concentration as they play and join in group activities. They develop problem-solving skills through skilful interactions with staff. These equip children with the skills they need to help prepare them for their next stage in learning. Leaders and staff implement appropriate arrangements to monitor children's attendance.

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Children's welfare and wellbeing Expected standard

Leaders ensure that the nursery's policies and practices to support children's welfare, mental health and wellbeing are now being implemented consistently. The nursery is a safe and welcoming place for children. Procedures in relation to the recording and monitoring of accidents have been reviewed and now meet requirements. Risk assessments are carried out appropriately. Staff are deployed to ensure children are supervised vigilantly, including when they are sleeping.

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Children's welfare and wellbeing Expected standard

Children develop a sense of belonging through warm and positive relationships with staff. Staff support children to gradually become more confident in new situations. Children learn about different emotions, often through carefully selected stories.

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Children's welfare and wellbeing Expected standard

Children's good health is promoted effectively through appropriate hygiene procedures, regular access to outdoor play and nutritious meals. Mealtimes have been reviewed so that children develop good manners and social skills. They are given opportunities to become

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Needs attention

increasingly independent. For example, babies are encouraged to use a spoon to feed themselves. As they get older, children learn to pour water and serve their own food.

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Achievement Needs attention

Children with special educational needs and/or disabilities do not benefit from targeted support quickly enough. This has an impact on their achievement. Similarly, the learning needs of children who speak English as an additional language are not fully recognised, so the curriculum is not adapted to support their progress sufficiently. Where children do make appropriate levels of progress, they develop positive attitudes to learning through engagement in activities planned to support them to develop appropriate knowledge and skills covering all areas of the early years curriculum. This supports them to be ready for their next stage in learning, including the transition to school. Most children are becoming confident communicators through effective interactions as they play. For example, children in the pre-school are encouraged to respond to questions using longer sentences.

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Curriculum and teaching Needs attention

Staff do not use assessment well enough to consistently identify children who may face barriers to their learning. This means that learning opportunities do not always fully reflect individual children's needs to help build on what they know and can do. Significant improvements have been made to the nursery's curriculum. Learning environments have been developed and enhanced to reflect changes to the curriculum and to promote children's engagement and enjoyment. There has been extensive staff training to help them to ensure that the learning opportunities they provide are generally sequenced effectively to build on what individual children know and can do. The majority of children benefit from a thoughtfully designed curriculum.

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Curriculum and teaching Needs attention

There is a strong focus on developing children's communication and language skills. Staff narrate babies' play and encourage them to babble. Interactions with staff support children's confidence in starting to use single words and gradually increase their vocabulary and ability to formulate longer phrases. Stories, rhymes and songs are used effectively throughout the nursery. Staff demonstrate some skilful teaching as they join children in their play or lead planned activities. For example, they support children's knowledge and understanding of mathematics as children play in the construction area.

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Inclusion Needs attention

Leaders do not ensure that referrals for children who may require additional support from external agencies are made in a timely manner. This prevents children from swiftly receiving the support they need to help them learn and develop. Support for children with special educational needs and/or disabilities (SEND) has been subject to significant change in recent months. Additional support and training are being provided to staff to ensure that procedures are understood and implemented effectively. The information staff collect from parents about children's families and home life is not used consistently enough to identify strategies that may promote children's learning and development further.

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Inclusion Needs attention

Staff benefit from support to develop individual plans for children with SEND. Where these are in place, they are having a positive impact on children's learning and development. For example, they identify different ways to work with children who may struggle with transitions during the nursery day. Any additional funding is used to support children appropriately. Leaders have a secure understanding of the local community. They recognise that different groups of children may face barriers to their learning, such as speaking English as an additional language.

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Leadership and governance Needs attention

Leaders acknowledge that further improvements are needed to meet the expected standard in all aspects of practice, including support for children with special educational needs and/or disabilities. They also recognise that parents have not been receiving timely and effective communication from the nursery. Although this has started to improve recently, staff do not specifically share with parents sufficient information about their children's learning and development to help them continue with their children's learning at home.

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Leadership and governance Needs attention

Leaders have worked hard to address the weaknesses identified at the last inspection and in subsequent regulatory visits to the nursery. They have developed robust action plans and established clear monitoring arrangements to ensure changes are having a positive impact on the nursery. Recent changes in leadership are already benefiting children. Staff value the mentoring and support they receive daily. They also explain that recent training has helped them to support children's learning more effectively. Leaders consider staff's wellbeing and workload, and staff say that they feel supported and valued.

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What it's like to be a child at this setting

Some children who face barriers to their learning do not always have their needs identified quickly enough so that appropriate arrangements are consistently put in place to support their progress. In addition, the information shared with parents about their child's progress does not consistently provide them with sufficient detail so that they understand how they can support their children's learning at home. Both these weaknesses prevent children from making progress. Leaders recognise the nursery's strengths and areas for development. They continue to monitor and evaluate the provision and are currently implementing further plans to manage recruitment challenges. The changes they have made, and future plans they have identified, prioritise children's wellbeing and welfare.

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What it's like to be a child at this setting

Children are cared for by staff who are attentive to their needs. They are quick to offer cuddles and reassurance to children when required. Children form strong bonds with the dedicated staff, and the key-person system is effective. Children receive a warm welcome from staff on arrival at the nursery. They settle quickly and demonstrate that they are keen to go and explore the interesting activities available. Staff identify children's next steps to promote their learning and development. Children become deeply engaged in their play. Babies develop their physical skills as staff encourage them to reach out and pick up balls. They show increasing confidence as they manipulate play dough. In the toddler room, children giggle with delight as they join in with the words and actions to familiar songs. They persevere as they investigate different ways of building towers. Children in the pre-school room practise mark-making skills when using stencils or when painting outdoors. They

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What it's like to be a child at this setting

become fascinated when they notice that the colour of water changes when they put flowers in a jug. Well-planned learning opportunities support most children's progress.

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Next steps

To meet the requirements of the Early years foundation stage the provider must take the following actions by the assigned date:

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About this inspection

The inspector spoke with leaders, practitioners and the special educational needs coordinator during the inspection.

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About this inspection

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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Address:

34 Devonshire Place Harrogate North Yorkshire HG1 4AD

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:00

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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

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