Playdays Nursery

Playdays Nursery

Unique reference number (URN): EY563623 Address: 1 Salthouse Avenue, Blackpool, Lancashire, FY1 5EN Type: Childcare on non-domestic premises Registered with Ofsted: 19/03/2019 Registers: EYR Registered person: Right Start Day Nurseries (Lancashire) Ltd

p.1

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.

p.1

How we evaluate safeguarding

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

p.1

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.

p.1

Achievement Expected standard

Children typically achieve appropriately in their learning, and children with lower starting points make progress. All children make progress towards their move on to school, learning skills that they will need through targeted sessions. Older children are chatty and confident. Younger children and those who are more difficult to engage do not benefit from more consistent interactions that focus on their language development. However, overall, they do make appropriate progress in their communication skills. Children who speak English as an additional language benefit from the use of key words in their home languages as they play. Children count and use mathematical language and number in their play. Children develop emotional security and understand how to manage their feelings to interact with others.

p.2

Behaviour, attitudes and establishing routines Expected standard

Staff model the behaviours they expect and help children to understand the rules of the setting. They teach children to have 'kind hands' and to treat their friends with respect. Staff anticipate frustrations and help children to manage friendships and disputes. Staff step in and discuss how certain behaviours may make them feel, for instance where children display more challenging behaviour. Children generally listen carefully and respond well to staff's instructions and discussions.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children enjoy the freedom to choose and lead their own play at the setting, asking staff to join them in activities. Relationships are sensitive and nurturing, particularly for babies and younger children. This helps them to feel safe and secure in readiness for learning. Staff understand children's family circumstances and stages of development. They take account of this when helping children to manage routines and behaviours. Support for children's attendance helps them to make the most of their time at nursery. Leaders have planned training for staff to promote even better outcomes for all children across the curriculum.

p.2

Children's welfare and wellbeing Expected standard

Children's welfare and wellbeing are central to leaders' vision and to staff's practice. They understand the challenges faced by families and how this affects children. Leaders are also mindful of staff's personal circumstances and support them well. Staff support children known to social care to form bonds, build secure relationships and develop a sense of belonging, for instance. They focus on developing children's understanding of their emotions. Children learn how to express their feelings in a safe space. They understand how they can manage their emotional responses in a measured manner.

p.2

Children's welfare and wellbeing Expected standard

Care practices, such as around mealtimes and sleeping, are thoughtful and help children to learn about their health and social skills. Children learn that exercise and outdoor play are beneficial. They learn when it is helpful to play actively and when calmer activities, such as yoga, are more appropriate. Children learn about keeping themselves and others safe. They help to tidy away equipment, for instance, to clear a path on the floor. However, staff have not embedded their teaching of different age groups to support children's learning about their wellbeing further through consistent interactions.

p.2

Inclusion Expected standard

Leaders identify children with barriers to their learning and use observations and assessment appropriately. They understand what children need to learn next. Leaders adapt and purchase resources and source training for staff using additional funding appropriately. This supports children's needs and reduces some barriers to their learning. For instance, they support children to join their friends for mealtimes, enjoy social experiences and learn to manage routine times of the day. However, leaders have not focused on timely staff training to have an even more significant impact.

p.3

Inclusion Expected standard

Staff understand how to measure some children's progress in smaller steps and celebrate their efforts and each achievement. They review children's progress and make changes to support plans to account for their changing needs and circumstances. Parents and carers understand the strategies staff use to support their children. For instance, they use behaviour management strategies to help children to manage their feelings and responses. Leaders seek advice from other agencies to help them support children's needs. Children with barriers to their learning, including those who are known to children's social care, make progress in their development and learning. This supports children towards the next stage of their education.

p.3

Leadership and governance Expected standard

The new leadership team has implemented and overseen numerous changes throughout the provision and to practice. This has had a positive effect on staff's wellbeing and on outcomes for children. Leaders understand that they have more ongoing work to do. They know that some of their planned changes have not been implemented swiftly enough to have had a measurable impact yet on children's progress. For instance, changes to staff deployment and training to enhance confidence and teaching are still underway.

p.3

Leadership and governance Expected standard

Leaders are very mindful and supportive of staff's home lives and personal circumstances. They support staff well to enable them to give their best to their roles and to children in their care. This includes managing staff's workload and supporting their professional development appropriately. Leaders act with the best interests of the staff team and outcomes for children in mind. They work hard to reduce barriers to children's learning where possible. Leaders seek advice and refer to external professionals to source early help and support for families, for instance. They help children to attend more sessions where possible to promote their interests and outcomes.

p.3

Curriculum and teaching Needs attention

Leaders have a sound overview of the quality and delivery of the curriculum and understand where improvements should still be made. However, while teaching is typically of appropriate quality, it is not consistent or always adapted for children's ages and stages of development, particularly around their communication and language skills. Leaders source training for staff to support improvement in their teaching, such as to enhance their knowledge of teaching children of differing ages. However, this is not swiftly implemented to bring about rapid progress.

p.4

Curriculum and teaching Needs attention

Staff assess children's progress to understand how to build on their learning from their current stages and starting points. They promote mathematics well. Children learn to count and use mathematical concepts and language. Staff approach children's personal and emotional development with thought and consideration of their family circumstances. Children develop emotional security through close relationships with staff and their sensitive and nurturing approach. Children are physically active. They enjoy space inside to move their bodies as they dance and outside to climb and balance, for example. Children enjoy stories and songs with staff, and older children chat with confidence.

p.4

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

Changes in the leadership team have informed positive change in the provision. Leaders recognise that they have further improvements to make and that it is an ongoing process. They understand that some changes and training opportunities have not yet had a significant impact on staff's practice and children's progress.

p.4

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

Children enjoy their time in this setting and staff work hard to build secure relationships with them from the outset. Staff help children to develop skills and knowledge that they need for their future learning, including as they move on to school. Children learn to concentrate and focus, contributing their ideas and thoughts during group times. Staff know children well and understand their needs and staring points, building their confidence and self-esteem from the start. Staff thoughtfully consider and reduce barriers to children's learning and wellbeing. For instance, they work closely with children to support their emotional wellbeing, helping them to be ready to learn. Children learn how to manage friendships and their emotional responses. They get along well together and build independence skills, which support them in life.

p.4

Address:

1 Salthouse Avenue Blackpool Lancashire FY1 5EN Children understand routines and expectations and feel that they belong in the setting. Staff are nurturing and sensitive, particularly towards younger children and those with more difficult home lives. Children play with others of different ages and learn to mix with others from different backgrounds. Staff support children and their families well with life and parenting matters. Families are involved and included in their children's learning, and home links are secure. Leaders support families to help children to attend regularly.

p.5

Next steps

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

p.5

interactions to reflect the varying needs of children, particularly

around their communication and language. 13/03/2026

p.5

About this inspection

The inspector spoke to leaders, staff, parents and carers and children during the inspection.

p.5

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. Type: Childcare on non-domestic premises

p.5

About this inspection

Registered person: Right Start Day Nurseries (Lancashire) Ltd

p.6

About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

p.6

Facts and figures used on inspection

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

p.6

Exceptional

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

p.6

Strong standard

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

p.6

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.

p.6

Needs attention

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

p.7

Urgent improvement

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

p.7

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.

p.7

Urgent improvement

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

Urgent improvement

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

Urgent improvement

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

p.7

Urgent improvement

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

p.7