Play Days Cottage LTD

Play Days Cottage LTD

Unique reference number (URN): 2766770 Address: Osbourne Cottage, Tuxford Road, New Ollerton, Newark, NG22 9TA Type: Childcare on non-domestic premises Registered with Ofsted: 18/12/2023 Registers: EYR, CCR, VCR Registered person: Play Days Cottage LTD

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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 Strong standard

Children display increasing confidence and independence as they manage their personal care, use resources and follow well-established routines. They listen attentively during group time, join in with familiar songs and ask questions to support their learning. The children are proud of their achievements and confidently share their paintings, mark making and ideas with staff and visitors.

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Achievement Strong standard

Children develop the knowledge and skills needed and are well prepared for the next stage of their learning, including school. Leaders have encouraged local schools to come to the nursery to meet all the children before they start school. Transition reports are shared with parents and also the next setting.

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Achievement Strong standard

All children make secure progress from their starting points, including those with special educational needs and/or disabilities. They receive the necessary support to reach developmental goals, with some children making rapid language gains over a short period of time.

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Behaviour, attitudes and establishing routines Strong standard

Children behave extremely well in this organised, calm and purposeful setting. The high expectations are evident and consistently applied by all staff, who are very positive role models. Children arrive at the setting and immediately begin to follow the well-established routines by hanging up their coats, taking off their outside shoes and putting them on a rack.

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Behaviour, attitudes and establishing routines Strong standard

Staff consistently embed the behavioural expectations by talking about sharing and praising turn-taking throughout all activities, for instance. Children treat each other with kindness and respect. They play together in a collaborative manner and manage minor conflicts with minimal adult support. Children are supportive of each other, and their differences are acknowledged and celebrated. Staff work proactively with outside agencies to support with children's individual needs and circumstances, helping children with special educational needs and/or disabilities to thrive alongside their peers.

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Behaviour, attitudes and establishing routines Strong standard

Relationships between children and their key staff are trusting, respectful and secure, which promotes emotional security and confidence. Children display very positive attitudes towards their learning. Attendance is promoted consistently well by leaders, and absences are followed up immediately. Welfare checks and home visits are made to support this even further.

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Children's welfare and wellbeing Strong standard

Children have daily access to high-quality outdoor learning. Leaders have created a welcoming, safe space that encourages children to learn and play together. Children enjoy active, outdoor play, developing their physical skills and coordination. Well-structured routines at snack and lunchtimes help to promote long-lasting, healthy habits. All children sit down to share a meal with staff at lunchtime. Staff and leaders plan and provide nutritious, well-balanced lunches, encouraging positive attitudes towards healthy eating. Children wash their hands before eating, help to set the table, use utensils and cutlery appropriately and talk about the food they are sharing. Children become independent in managing their own needs.

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Children's welfare and wellbeing Strong standard

Staff demonstrate a secure understanding of safe sleeping and eating practices and implement these consistently to support children's safety and overall welfare. Robust hygiene practices are established in the baby room and continue throughout the setting, with children becoming deeply familiar with the routines.

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Children's welfare and wellbeing Strong standard

Leaders and practitioners have a comprehensive understanding of the needs of all children within the setting. They are aware and responsive to the varying needs of children and their families. Where families experience challenges in their home lives and with their health, for instance, leaders offer additional sessions to support them. After the arrival of new siblings, children are supported through this life change and given opportunities to explore their feelings through play and discussions with staff.

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Curriculum and teaching Strong standard

Leaders have carefully designed the curriculum to support children's development across all areas of the curriculum. Staff use ongoing assessment to identify the next steps for each child, and high-quality interactions support children in taking these steps.

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Curriculum and teaching Strong standard

Children at this setting receive high-quality teaching that matches their differing needs. Staff read stories to children regularly, and their love of books is evident. The children know and choose stories, help to decide which ones should be read next and then are thoroughly engaged during story time. At the end of a story, the children spontaneously applauded because they had enjoyed it so much. There are many opportunities throughout the day for children to listen to stories, both inside and in the outdoor provision.

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Curriculum and teaching Strong standard

There is a highly effective focus on developing children's communication, with vocabulary being modelled and shared during all interactions. For example, when the toddlers were playing with the play dough, staff encouraged children to use words such as roll, stretch, smooth and soft. They also supported the children with using their senses to describe the activity. Mathematical knowledge is taught explicitly but also supported in their play. The pre- school children counted the number of children at the setting, the circles in their paintings and the candles on their play dough cakes.

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Inclusion Strong standard

Children with special educational needs and/or disabilities (SEND) are identified early. Leaders and staff recognise children's needs and consider their individual family circumstances well. Leaders make adjustments, such as using visual symbols, to reduce barriers and support communication development. Leaders have ensured that staff receive targeted training to help them recognise emerging needs and respond promptly. Key workers have recently been trained to use Makaton to support children in the nursery, for instance. Staff work closely alongside the area coordinator for SEND and liaise with speech and language professionals. Children with SEND are rigorously monitored to review their progress from their individual starting points. Staff regularly assess children's progress and highlight their achievements. This targeted approach has enabled children to make significant improvements with their speech and language development over a short period of

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Inclusion Strong standard

Leaders recognise the importance of effective support for disadvantaged children and demonstrate purposeful use of additional funding, such as early years pupil premium. For instance, children access extra sessions to support their readiness for the transition on to school. Inclusive practice is prioritised across the nursery and extends to children's home life. Families are supported by leaders, for instance, to apply for additional funding that could benefit them outside of the setting.

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Leadership and governance Strong standard

Leaders prioritise professional development for all staff to ensure that they can be responsive to the needs of all children. There is a well-established culture of ongoing improvement. For instance, staff members work in various roles within the setting and progress to achieve additional certification, such as teaching qualifications. Leaders encourage staff with less experience to complete qualifications through various routes, such as apprenticeships and experience-based routes. Staff are supported well by leaders in regular supervision meetings and are keen to accept and offer feedback. Staff feel valued and motivated, contributing to a solid team and a drive for improvement that benefits children. Leaders are attentive to staff's individual circumstances and provide personalised support.

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Leadership and governance Strong standard

Leaders make informed decisions that are firmly in the best interests of children, including those with special educational needs and/or disabilities. Highly effective partnerships with parents and carers have been built by leaders. This collaborative approach enables children to settle quickly when they start at the setting and steadily increase the number of sessions that they attend. Children often join the setting as babies and leave when they are ready for school. They thrive in all aspects of their development and are extremely well prepared for the next stage of their education.

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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 confidently and happy at this warm, family-run nursery. They separate with ease from their parents and carers, put their belongings away and are eager to start their day. Children quickly form secure relationships with their key person, and all staff know them very well. There is a wide range of exciting, well-planned activities that children can access. They play and learn inside the setting and outside in a safe, secure and stimulating garden. The learning environment is maintained well by staff, and they supervise children effectively. Staff help and encourage children to develop positive social skills. They take turns during

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Inspector:

play, share resources, work together and build friendships. Children make sure that their peers are included in games and get a turn with each of the engaging activities. As a result, children are confident, independent and develop positive attitudes to their learning. Children enjoy age-appropriate responsibilities, such as dressing themselves before outdoor play, using cutlery well to feed themselves and pouring their own water at lunchtime.

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Inspector:

Staff are familiar with the current interests of every child in their care and plan experiences and activities to foster their enthusiasm and curiosity. Children engage in exciting experiences that are carefully matched to their individual interests and level of development. For instance, the 'Under the Sea' theme was recently introduced because individual children showed a keen interest in the topic. Children are well prepared for the next stage in their learning. Staff support children through transitions to the next phase within the setting and on to the different schools that they will attend. Staff have high expectations for all children. Children with special educational needs and/or disabilities benefit from personalised strategies and well-targeted support. Barriers are quickly identified and appropriate steps are put in place swiftly to help children succeed.

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Inspector:

Leaders have established effective partnerships with parents, who are regularly informed about their children's learning and development. Staff give them strategies to further support their children at home. Frequent open days allow parents to talk to their child's key person and understand their child's progress. Feedback from parents is overwhelmingly positive, and the setting is highly recommended. Leaders encourage parents to prioritise their child's attendance and, consequently, children attend consistently across the setting.

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Next steps

Leaders should ensure continued improvement in the setting's successful work to remove barriers for children who need extra help, to realise a transformational impact on all children's achievement and wellbeing.

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About this inspection

The inspector spoke with leaders, staff, special educational needs coordinators, children, parents and carers 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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About this inspection

A quality assurance visit by an additional inspector was carried out at this inspection. Helena Reid

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Address:

Osbourne Cottage Tuxford Road, New Ollerton Newark NG22 9TA

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Play Days Cottage LTD

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Address:

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

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Address:

Local authority: Nottinghamshire County Council

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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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