Play Alma Mater

Play Alma Mater

Unique reference number (URN): 2750382 Address: Play Alma Mater, 123 Long Lane, Chadderton, Oldham, OL9 8AY Type: Childcare on non-domestic premises Registered with Ofsted: 16/10/2023 Registers: EYR, CCR Registered person: Shaw, Sarah

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

Inclusion Strong standard

The setting demonstrates a strong commitment to supporting its most vulnerable children, with a particular focus on their social development. Staff recognise that some children require additional support to develop a sense of belonging. To strengthen this, leaders have appointed staff to lead this, for example for children who are known or previously known to social care. They work closely with other staff to ensure these children receive additional attention and support where needed. As part of this role, they capture and record special moments during the child's time at nursery. These moments are shared with children, helping them to retain memories of positive experiences, building their wellbeing and developing their sense of belonging.

p.2

Inclusion Strong standard

Early years pupil premium funding is used effectively to support children's individual needs and provides additional resources or experiences that benefit both the child and their family. For example, staff purchased a weighted blanket for a child who was struggling with sleep.

p.2

Inclusion Strong standard

Support for children with special educational needs and/or disabilities is securely in place. Staff understand children's next steps and provide them with support to achieve milestones. For example, children who struggled with eye contact or joining social situations are now making short spells of eye contact and beginning to engage with their peers. Staff are aware of those children who may be at risk of falling behind due to their backgrounds or past experiences. They work with outside agencies, such as speech and language therapists, social care professionals and the local authority, to ensure that children get the support they need.

p.2

Achievement Expected standard

Children make steady progress from their starting points. Children who started the setting and struggled to concentrate for long periods are now engaging with activities and beginning to play alongside others. Staff monitor progress carefully across the curriculum, with a strong focus on developing children's communication and language skills. Children engage in conversations with staff, who introduce new vocabulary during play, which encourages children to begin to express their thoughts and ideas. Children who may be at risk of falling behind receive support to help them reach their potential and make the best possible progress. Children are well prepared for their next stage of learning. For example, children gain independence skills during mealtimes and personal care routines. As a result, children are becoming confident individuals.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children have a positive attitude to learning. They access resources eagerly, and staff have high expectations for children's behaviour. For example, children in the pre-school room go over their good star values each day, which helps remind the children to have good manners, take turns and share with their friends. Children have secure and positive relationships with the staff who care for them. Staff understand and consider children's individual needs, including those with special educational needs and/or disabilities (SEND), and make reasonable adjustments while still having high expectations for behaviour. For example, staff get out water play to support children with SEND who enjoy sensory exploration. However, they gently remind them that they are not to splash water in their peers' faces as this is unkind. This helps children to establish safe boundaries.

p.3

Behaviour, attitudes and establishing routines Expected standard

Children play collaboratively with their peers, seeking out others to join in their games. For example, older children enjoy using tweezers to pick up cotton balls, laugh together and discuss what 'potions' they can make. Staff promote the importance of attendance to families. They have flexible hours to ensure all children receive their full entitlement. When children are absent from nursery, this is logged and staff ensure contact is made with families. Leaders also work with parents to ensure the sessions are still suitable for them, taking into consideration work patterns and shifts. This supportive approach helps families establish practical routines.

p.3

Children's welfare and wellbeing Expected standard

Leaders and staff place a strong emphasis on supporting children's welfare, mental health and emotional wellbeing. Staff develop positive relationships with children and their families, ensuring that they understand children's individual needs and circumstances. Daily handovers provide valuable opportunities for staff and parents to share information about children's routines and wellbeing, including how they have slept or whether there have been any changes at home. This enables staff to respond sensitively to children's needs and adapt care accordingly. For example, when babies have experienced disrupted sleep at home, staff ensure that they are provided with opportunities to rest during the morning session so that they remain comfortable and settled throughout the day.

p.3

Children's welfare and wellbeing Expected standard

The nursery promotes healthy lifestyles through daily routines. Children are provided with balanced, home-cooked meals and fresh fruit at lunchtime. Mealtimes are social occasions where children sit together and are encouraged to develop independence by using spoons and forks to feed themselves. Staff support children to scrape their plates and help tidy away after meals, fostering a sense of responsibility.

p.3

Children's welfare and wellbeing Expected standard

Staff in the toddler room promote children's physical development through activities such as yoga sessions and outdoor play. However, practitioners do not always consistently discuss the importance of children keeping their bodies fit and healthy, meaning opportunities to reinforce long-lasting healthy habits are sometimes missed.

p.3

Curriculum and teaching Expected standard

Leaders and staff have developed a curriculum that is inclusive and responsive to the needs of all children attending the setting. Leaders demonstrate a clear understanding of children's development and use observations and assessment effectively to identify children's next steps in learning. This ensures that teaching supports children to make progress across all areas of learning. For example, in the baby room, staff focus on developing children's communication and language skills. Staff plan activities based on children's interests, such as dinosaurs, which successfully engages children in play. This encourages children to listen, respond and develop early vocabulary. However, teaching is not always highly effective and quality interactions with children are not embedded. Therefore, on occasion, children do not fully benefit from the learning experiences provided.

p.4

Curriculum and teaching Expected standard

Leaders have designed the curriculum with a strong emphasis on children's personal, social and emotional development. Staff observe children's progress carefully and use this information to plan targeted next steps that support children's confidence, independence and relationships with others. The setting adopts a child-led approach to learning, allowing children to make choices and follow their interests while staff skilfully support and extend learning through purposeful interactions. For example, practitioners throw and catch balls with the children in the garden. This develops their hand–eye coordination while working together as a team.

p.4

Curriculum and teaching Expected standard

Leaders have also carefully considered the knowledge and skills children need to be ready for their next stage of learning, including school. Through a balance of adult-led and child- initiated experiences, children develop key communication, social and early mathematics skills that prepare them well for future education.

p.4

Leadership and governance Expected standard

Leaders have good oversight of the setting and its strengths, along with areas for development. They work closely with other professionals to help them provide quality care and education. Leaders and staff engage with parents at the setting, and as a result, families speak highly of the nursery and the support they have provided to both their children and them.

p.4

Leadership and governance Expected standard

Leaders provide regular professional learning for staff in a wide range of different ways. Monthly staff meetings highlight changes within the sector and keep staff's knowledge of safeguarding up to date. This equips the team to carry out their roles effectively. Leaders have regular supervisions with all staff to ensure they have opportunities to discuss any concerns they may have and identify areas for their own improvement. Throughout this process, staff are able to reflect on their key children and the progress they are making, or if they are at risk of falling behind. However, staff supervisions do not consistently focus on how practitioners can improve their teaching to develop the curriculum further. Staff responsible for children with special educational needs and/or disabilities support the whole team to identify gaps in children's learning and take swift action to support this. Leaders also

p.4

Leadership and governance Expected standard

carry out regular observations of staff practice to identify areas of development and ensure staff know how they can improve. Leaders prioritise staff wellbeing and are considerate of their workload, and they support staff who are currently completing their childcare qualifications. As a result, staff report high levels of wellbeing and job satisfaction.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

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

Children thrive in this caring setting where warm relationships with staff help them to feel safe and confident to explore their learning. Children demonstrate curiosity and are developing the skills they need to have the best start in life. All children are welcomed at the setting, and staff support children to feel valued despite their abilities or starting points. Children with special educational needs and/or disabilities (SEND) are consistently supported to reach their potential and make progress. For example, children have individual next steps for their learning that are specific to their age and stage of development. This ensures that children with SEND make steady progress. This is monitored and fed back to parents accordingly to ensure they also have useful oversight of their child's development.

p.5

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

All children benefit from secure attachments with the staff who look after them. Older children eagerly share their experiences and talk about their home lives with staff. This supports high levels of wellbeing and promotes inclusion within the setting. Children show great enthusiasm for outdoor play and eagerly engage in activities. For example, children make 'potions' with sand and water, describing the different ingredients they need. This supports children to develop their imaginative skills and provokes curiosity.

p.5

Address:

Play Alma Mater 123 Long Lane, Chadderton Oldham OL9 8AY

p.6

Address:

Type: Childcare on non-domestic premises

p.6

Address:

Registration date: 16/10/2023 Children feel secure, behave well and learn through play throughout the setting. They explore balancing beams and stepping stones, practising their physical development skills. Children are becoming increasingly independent, putting on their own coats ready for the garden. Staff offer lots of praise when children do this independently, which increases children's self-confidence.

p.6

Next steps

Leaders should strengthen and motivate children to develop secure, long-lasting healthy habits. Leaders should continue to support staff through effective supervision and feedback to ensure that their teaching is highly effective and quality interactions with children are embedded.

p.6

About this inspection

The inspector spoke with leaders, staff and the special educational needs and/or disabilities coordinator during the inspection.

p.6

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. Registered person: Shaw, Sarah

p.6

About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

p.7

Facts and figures used on inspection

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

p.7

Exceptional

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

p.7

Strong standard

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

p.7

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.7

Needs attention

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

p.8

Urgent improvement

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

p.8

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.8

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.8

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.8

Urgent improvement

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

p.8

Urgent improvement

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

p.8