Playday (caversham) Ltd

Playday (caversham) Ltd

Unique reference number (URN): 2527781 Address: Hemdean House School, Hemdean Road, Caversham, Reading, Berkshire, RG4 7SD Type: Childcare on non-domestic premises Registered with Ofsted: 09/07/2019 Registers: EYR, CCR, VCR Registered person: Playday (Caversham) 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 Strong standard

Children consistently demonstrate positive behaviour and high levels of kindness and cooperation towards one another and adults. Leaders and staff have established a calm, nurturing and inclusive environment where expectations for behaviour and routines are consistently understood and embedded across the setting. As a result, children feel safe, secure and confident within the daily routines.

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Behaviour, attitudes and establishing routines Strong standard

Children form warm and trusting relationships with staff and their peers. Staff support children effectively to recognise and manage their emotions, helping them to understand feelings and develop positive social skills. For example, children enthusiastically take part in activities exploring emotions and proudly ring the 'kindness bell', to celebrate acts of kindness. This effectively promotes children's self-esteem and sense of belonging.

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Behaviour, attitudes and establishing routines Strong standard

Children develop a sense of community and belonging through meaningful experiences with the wider community. For example, children visit local care homes, take part in fundraising activities and participate in events that include parents, carers, grandparents and other family members. These experiences help children develop empathy, respect for others and confidence in social situations beyond the setting.

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Behaviour, attitudes and establishing routines Strong standard

Children show positive attitudes to learning and engage enthusiastically in activities with curiosity and persistence. They listen attentively during group times, cooperate well with others and confidently follow instructions. Staff carefully consider children's individual needs and circumstances, particularly for those facing barriers to learning, and adapt routines and support strategies appropriately. Leaders work closely with families to promote regular attendance, helping children to settle well, build confidence and become well prepared for their next stages in learning.

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Inclusion Strong standard

Inclusion is a key feature of the setting. Children benefit from a highly-inclusive environment where leaders and staff place individual needs, backgrounds and wellbeing at the centre of practice. Staff know children and their families very well and use this knowledge to identify barriers to learning, at the earliest opportunity. Leaders work closely with parents, carers, external professionals and agencies, including speech and language therapists and social care professionals, to ensure children receive timely and effective support. As a result, children with special educational needs and/or disabilities, disadvantaged children and those known, or previously known to children's social care are supported well and make notable progress from their starting points.

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Inclusion Strong standard

Leaders and staff swiftly assess emerging concerns and implement targeted interventions to support children's communication, emotional wellbeing and social development. Individual support plans are reviewed regularly and adapted effectively to meet children's changing needs. Staff confidently make reasonable adjustments to routines, environments and teaching approaches so that all children can participate fully alongside their peers.

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Expected standard

Funding is used effectively to reduce gaps in learning and improve children's outcomes, including extending attendance and providing additional targeted experiences. Children are valued as individuals, develop a secure sense of belonging and thrive within this nurturing and inclusive environment.

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Achievement Expected standard

Children make progress from their starting points and typically develop appropriate knowledge and skills that support their future learning. Children develop their communication and language skills through songs, books, conversations and play experiences. They confidently join in with group activities, build positive relationships with others and demonstrate growing resilience and exploration in their play and learning. They listen attentively to stories and increasingly express their thoughts and ideas. For example, older children enthusiastically discuss emotions during story sessions and confidently talk about what makes them feel happy, sad or scared.

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Achievement Expected standard

Children are increasingly independent, confident and socially aware. In preparation for moving on to school, older children follow routines and listen to instructions. They proudly learn to dress and undress independently for physical-activity sessions, while younger children feed themselves and follow familiar routines, confidently. Children with special educational needs and/or disabilities, disadvantaged children and those facing barriers to learning engage positively and make progress in their personal, social and emotional development.

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Achievement Expected standard

Children enjoy their learning and show curiosity during activities, such as imaginative play, sensory exploration and outdoor physical play. However, inconsistencies in staff interactions mean children's problem solving and thinking skills are not always maximised.

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Children's welfare and wellbeing Expected standard

Children are happy, settled and emotionally secure within this warm and nurturing environment. They form secure attachments with their key persons and other familiar adults, confidently seeking reassurance, comfort and support when needed. Staff know children and their families well and work closely with parents, carers and external professionals to support children's individual welfare and wellbeing needs, particularly for children with special educational needs and/or and those facing barriers to learning.

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Children's welfare and wellbeing Expected standard

Children are generally supported to develop an understanding of healthy lifestyles and physical wellbeing. For example, children take part in daily outdoor play and physical-activity sessions that help develop coordination, confidence and awareness of how exercise affects their bodies. Older children independently wash their hands, brush their teeth after meals and manage routines confidently. Staff support children to recognise and express their emotions through discussions, routines and activities that explore feelings and kindness towards others. Children demonstrate that they feel safe and secure within the setting. Staff support children sensitively during transitions to the next room and help them build confidence and independence, over time. However, hygiene and self-care practices are not always consistently promoted. For example, staff do not always respond promptly when children need to wipe their nose or consistently encourage them to manage their own personal-care

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Children's welfare and wellbeing Expected standard

needs and hygiene routines independently.

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Curriculum and teaching Expected standard

Overall, staff plan a broad and thoughtful curriculum that reflects children's interests, developmental stages and individual needs. Leaders have a clear understanding of what they want children to learn and place a clear emphasis on supporting children's communication, confidence, independence and emotional wellbeing. Staff typically use their knowledge of children to effectively adapt activities and routines, particularly for children with special educational needs and/or disabilities, disadvantaged children and those facing barriers to learning. As a result, children are supported to participate fully and feel included within the setting.

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Curriculum and teaching Expected standard

The quality of teaching is not yet consistently strong across the setting. While some staff provide purposeful interactions that extend children's thinking, introduce new vocabulary and deepen learning, others focus more on supervision and routine tasks. This creates variation in the level of challenge children receive, when staff do not recognise opportunities or use teaching to extend children's learning and maximise their progress.

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Curriculum and teaching Expected standard

Staff promote children's language and communication skills throughout daily routines and play experiences. Staff support children to enjoy stories, songs, imaginative play and discussions that help develop their vocabulary and confidence to express themselves. Opportunities to develop mathematical understanding are promoted through activities such as water play, counting and exploring concepts, such as 'full' and 'empty'. Staff generally assess children's progress appropriately and identify next steps to support ongoing learning and development.

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Leadership and governance Expected standard

Leaders are dedicated to providing an inclusive environment where all children and families feel welcomed, valued and supported. They generally have a clear understanding of the setting's strengths and areas for development and take appropriate action to improve the quality of the provision, continuing to strengthen staff support, for instance. They have introduced coaching, peer observations and targeted professional development to enhance staff's knowledge and skills. Although improvements are ongoing, leaders recognise that the quality of teaching and interactions are not yet consistently strong across the setting.

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Leadership and governance Expected standard

Leaders promote staff's welfare effectively. Staff feel valued and supported through regular meetings, training opportunities and wellbeing check-ins. Leaders monitor staff's suitability appropriately and have strengthened recruitment and oversight of safeguarding procedures following weaknesses identified at a prior visit. Appropriate action has been taken to address these areas, including improving safeguarding practice and more robust monitoring of staff performance, suitability and supervision arrangements. Leaders have also implemented additional staff training and clearer systems for recording and reporting concerns. These improvements are having a positive impact on the day-to-day running of the setting. Leaders recognise there is still further work to ensure consistently strong practice across all areas of the provision.

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Leadership and governance Expected standard

Leaders work closely with parents, carers, schools, external agencies and the wider community to help secure appropriate support for children and families. Partnerships with families are positive and communication is effective. Leaders have experienced some recent staffing changes and challenges. However, leaders remain reflective and ambitious to continue improving outcomes for children.

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Compulsory Childcare Register requirements

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

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Register

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

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Voluntary Childcare Register requirements

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

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Register

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

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

Children arrive happily and confidently into a calm, welcoming environment where they feel safe, valued and emotionally secure. Warm and caring relationships with staff help children to develop a positive sense of belonging. Staff know children and their families very well and use this knowledge to provide tailored support that helps children settle quickly, build confidence and overcome barriers to learning. Children's family backgrounds, cultures, language and experiences are fully respected, valued and meaningfully reflected in the life of the setting.

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

Children behave well and show kindness, empathy and respect towards others. They proudly celebrate positive behaviour through the 'kindness bell'. This reinforces collective values and helps children notice acts of kindness, develop a sense of community and emotional awareness.

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

Children enjoy a wide range of stimulating experiences that encourage curiosity, independence and exploration. They confidently choose activities that interest them, including imaginative play, sensory experiences, outdoor learning and physical activities. Staff support children to develop important life skills, such as dressing independently, managing routines and making healthy choices. Children are enthusiastic learners who enjoy books, stories, singing and discussions with staff and friends. Overall, they develop effective communication skills and are encouraged to express their thoughts, ideas and emotions.

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

Children with special educational needs and/or disabilities, disadvantaged children and those facing barriers to learning are supported particularly well. Early intervention, secure partnerships with families and effective collaboration with outside agencies ensure children make secure progress from their starting points and are well prepared for their next stage of learning. Leaders promote attendance well. Staff work flexibly with families, accommodating individual needs so that all children can maintain regular attendance and experience continuity in their learning.

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Next steps

Leaders should focus more precisely on curriculum teaching and develop consistently high-quality interactions to extend children's thinking and support their ongoing learning and development. Leaders should support staff to consistently follow and teach robust hygiene practices at all times, to promote children's health and help them to manage their personal-care needs.

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Address:

Hemdean House School Hemdean Road, Caversham Reading Berkshire RG4 7SD

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Playday (Caversham) Limited

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Address:

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

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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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About this inspection

The inspector spoke with leaders, staff, children, parents, carers, special educational needs coordinators and designated safeguarding leads 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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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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