Play A Way Activity Centre

Play A Way Activity Centre

Unique reference number (URN): EY556709 Address: Christmas Street, Gillingham, Medway, ME7 1TD Type: Childcare on non-domestic premises Registered with Ofsted: 25/05/2018 Registers: EYR, CCR, VCR Registered person: Play A Way Nurseries 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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Achievement Expected standard

All children, including those with special educational needs and/or disabilities and those with barriers to their learning, make significant progress from their starting points, particularly in their communication and language development. Children who are learning to speak English as an additional language use visual aids to communicate, and staff repeat key words back to them. This helps children to develop their vocabulary. Children are enthusiastic learners and demonstrate confidence as they explore the environment and share their ideas during play. For example, they use their imagination when creating maps that highlight 'X marks the spot' to search for treasure. Overall, children are well prepared for the next stage in their development and develop secure foundations for future learning. Babies move with increasing coordination as they crawl, climb and walk holding onto furniture. Older children

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Achievement Expected standard

learn to throw, roll and catch balls, building their control and coordination.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff provide opportunities to help children develop their self-care skills. Children wash their hands and use the toilet confidently, and younger children learn to put on clothing to go outside. Children confidently make choices in their play and show care for their environment as they tidy away resources when finished. At times, particularly during mealtimes, staff will often step in to complete tasks children can do for themselves, limiting opportunities for children to further strengthen their independence. Children demonstrate a positive attitude to learning and show curiosity in their play. For example, they enjoy exploring a range of musical instruments to experiment with different sounds.

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Behaviour, attitudes and establishing routines Expected standard

Staff adopt an inclusive approach and create an environment that promotes all children's positive behaviours and attitudes. They are positive role models and consistently remind children of the rules and expectations. This supports children to develop an understanding of right and wrong. As a result, children show care, kindness and respect for their environment, resources and each other. For example, younger children begin to learn how to share and take turns during activities with their peers.

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Behaviour, attitudes and establishing routines Expected standard

Leaders clearly communicate expectations around children's attendance with parents. This supports all children to access the early education they are entitled to.

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Children's welfare and wellbeing Expected standard

Leaders consistently prioritise children's wellbeing. Staff are incredibly kind and caring. They provide a safe, nurturing environment where children feel secure, valued and ready to learn. The key-person system is well embedded. Staff establish positive relationships with children and ensure that care practices meet the personal needs of all children, including those with special educational needs and/or disabilities and those facing any barriers to their learning. Staff know their key children extremely well and ensure routines from home are followed as closely as possible, particularly for the youngest children, such as sleep time routines. This supports children's emotional wellbeing and helps them to feel safe and settled. Children benefit from opportunities that help them to learn about healthy lifestyles. For example, children are encouraged to develop positive hygiene habits, including regular

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Children's welfare and wellbeing Expected standard

handwashing. In addition, staff offer parents helpful advice and guidance on promoting healthy eating, including nutritious lunch box choices.

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Curriculum and teaching Expected standard

Leaders design a curriculum that meets the needs of all children. They focus strongly on communication, language and children's physical wellbeing. Staff actively encourage a love of reading by sharing books with children at every opportunity and encouraging them to take books home. As a result, children develop a keen interest in listening to and exploring familiar stories. Furthermore, staff use signing, visual aids and key words from children's home languages to support those who speak English as an additional language. This helps to strengthen children's understanding and supports them to become confident communicators. Staff regularly observe and assess children's progress. They use this information to plan next steps and provide activities to meet children's individual needs.

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Curriculum and teaching Expected standard

Staff know their key children extremely well and plan purposeful activities to help them build on what they already know and can do. All children, including those with special educational needs and/or disabilities and those who face barriers to their learning, make secure progress from their starting points. Typically, staff engage children in meaningful conversation and use effective questioning during activities to help develop children's thinking and problem-solving skills. They give children time to think about their thoughts and ideas. Furthermore, staff help to broaden younger children's vocabulary as they introduce new words and regularly sing children's favourite songs. Overall, staff generally deliver the curriculum intent well. However, at times, staff do not seize opportunities to adapt activities to help extend all children's learning and deepen their knowledge further.

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Curriculum and teaching Expected standard

Staff promote children's mathematical development effectively. For example, older children explore different sizes of shapes and use positional language when creating large-scale models outside. Younger children develop counting skills by counting steps and objects in the sand.

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Inclusion Expected standard

Leaders and staff know children and their families extremely well. They ensure all children, including those with special educational needs and/or disabilities (SEND) and those who face barriers to their learning, receive individualised support tailored to their needs. Leaders liaise effectively with other professionals to ensure strategies are consistent and fully embedded to help children make positive progress from their starting points. Leaders use funding effectively to support individual children who receive it. They work with parents to identify equipment that can be purchased to support children's specific developmental needs. For example, they provide resources to support children's learning at the setting and home, such as story sacks, and provide more opportunities to use outdoor provision and benefit from a range of experiences that support their physical development and coordination.

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Leadership and governance Expected standard

Leaders have a clear vision and are committed to providing high-quality experiences for children that build on what they already know and can do. Leaders and staff regularly evaluate how they meet children's needs, including those with special educational needs and/or disabilities (SEND) and those facing barriers to their learning. As a result, children make significant progress from their starting points. Staff have high wellbeing and feel valued and supported in their role. They have many opportunities to access training to enhance their knowledge and skills. For example, recent training on supporting children's speech and language has been successful in how staff support children's early communication. However, there are still some areas where practice is not yet fully embedded to consistently enhance children's learning experiences.

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Leadership and governance Expected standard

Overall, leaders and staff work closely with parents and other professionals to support children's care and development. They share information regularly with parents through electronic communication, daily handovers and written reports on children's progress and achievements. Leaders recognise that communication with parents is not yet consistent and have identified ways to improve this. Despite this, parents praise leaders and staff for the care and teaching they provide, particularly for children with SEND.

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Leadership and governance Expected standard

Leaders reduce barriers to learning by using additional funding effectively to support children's best interests and close any gaps in development. For example, they purchase additional resources and games to help support and promote children's physical balance and coordination.

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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 show that they feel safe and settled at this welcoming setting. They happily arrive and receive a warm welcome from friendly and attentive staff. Young babies settle in quickly and build warm attachments with their key person, actively seeking them out for comfort and reassurance when needed. Children show motivation in their play and learning as they explore activities that reflect their individual interests. Staff provide a range of experiences based on children's individual needs and interests and what they need to learn next. This helps to support all children, including those with special educational needs and/or disabilities (SEND) and those facing barriers to their learning, to make positive progress in their development. Babies and toddlers have ample opportunities to crawl, climb and be active. This helps strengthen their balance, coordination and early walking skills. Older children confidently manage appropriate levels of risk when they take part in activities and

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

practise their physical skills. For instance, children climb on apparatus, use stepping stones and bounce on a trampoline. Children develop balance, coordination and an awareness of how to keep themselves safe.

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

Children form friendships with their peers, play together, share ideas and resolve conflicts cooperatively. All children, including those with SEND and those who face barriers to their learning, develop into confident communicators. Older children engage in two-way conversations with staff about their own creations, while younger children are supported to develop their vocabulary by copying familiar sounds and words.

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

Children are highly valued and well supported within the setting. Staff consistently give them praise and encouragement, helping to build their self-esteem and confidence. Support for children who speak English as an additional language is effective. Staff consistently use visual cues and sign language to help children understand and express their needs successfully.

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Address:

Christmas Street Gillingham Medway ME7 1TD

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Play A Way Nurseries Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:00 Leaders and staff work closely with parents to promote regular attendance so that all children can benefit fully from learning opportunities to support their early education.

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Next steps

Leaders should enhance staff's teaching practice so that they can adapt their approach to extend and develop children's learning further. Leaders should review daily routines to maximise children's learning, with a particular focus on supporting their independence.

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About this inspection

The inspector spoke with leaders, staff, parents and children during this 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. Local authority: Medway

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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. 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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