Play House Day Nursery

Play House Day Nursery

Unique reference number (URN): 139945 Address: Royal Marsden Hospital, Downs Road, SUTTON, Surrey, SM2 5PT Type: Childcare on non-domestic premises Registered with Ofsted: 01/09/2001 Registers: EYR, CCR, VCR Registered person: Charities Administered in Connection with the Royal Marsden Hospital NHS Trust

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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 make consistently high levels of progress from their starting points and throughout their time at the setting. They develop a secure sense of safety and belonging, which supports them to develop their skills across all areas of learning. Babies confidently make choices through engaging activities, such as 'the weather song' that offers them an opportunity to pick real-life objects, such as fans for wind, to participate in the song.

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Achievement Strong standard

Children with special educational needs and or/disabilities (SEND) make sustained progress as barriers to learning have been removed through the setting's inclusive curriculum. Adaptations are made to activities to support children with SEND who have interests in stories. This helps develop language, such as 'muddled up', and to correct mistakes, resulting in high levels of engagement and participation.

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Achievement Strong standard

Children are prepared for their next stages of learning, including their transition to school. They are encouraged to be confident and develop their independence. Older children are given the responsibility of being a buddy for other children and show pride in their achievements in supporting their peers.

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Children's welfare and wellbeing Strong standard

Children, including those with special educational needs and/or disabilities, and those who may experience barriers to learning, flourish at this setting as leaders prioritise children's welfare and wellbeing. They place high importance on building secure relationships with all children. Children settle quickly into the environment and demonstrate bonds with staff who are responsive to their individual needs and provide them with high-quality care. Children have a sense of belonging and are supported to express their emotions appropriately. Children confidently identify their own emotions using resources readily available to them and encourage their peers to copy other emotions on visual prompts.

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Children's welfare and wellbeing Strong standard

Staff understand the importance of safe sleep, placing children on their backs and completing regular checks. Children are warmly greeted as they awake by caring staff who comfort them in order to support their transition from sleep to play. Children are supported to learn how to keep themselves safe and healthy. Mealtimes are calm and provide opportunities for children to be sociable with their peers and with staff who supervise children closely. Staff support children to eat safely, model how to eat specific foods and use cutlery appropriately.

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Children's welfare and wellbeing Strong standard

Children have access to daily outdoor play, both in their garden and in other areas of the site, such as the woods and a large green space. This provides children with space to run freely and participate in sporting activities. Their outdoor area is designed to develop all areas of learning with spaces to climb, run and ride bikes. Children are supported with taking appropriate risks and ask questions that help them to assess their own safety.

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Curriculum and teaching Strong standard

Leaders and staff have worked collaboratively to develop an ambitious curriculum that meets the needs of all children, including those with special educational needs and/or disabilities (SEND), and those who may experience barriers to learning. They use their secure knowledge of each individual child to build on what they already know and can do. The curriculum is carefully sequenced and focuses on ensuring that children feel a sense of belonging within the setting. Staff work closely with parents and, through the use of family books, give children a sense of security, as well as opportunities to develop their language skills when discussing their home life.

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Curriculum and teaching Strong standard

Collaboratively, leaders and staff have placed communication and language at the centre of their everyday practice. Teaching is consistently high quality and adapted in the moment to support children's needs and ideas. Children encourage staff to recall the story 'We're Going on a Bear Hunt', and staff respond attentively which, in turn, engages more children who then work together to retell the story. Similarly, babies benefit from tailored activities that support them to acquire language skills. Staff read stories and model animal names and noises that babies copy with delight.

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Curriculum and teaching Strong standard

Leaders' and staff's inclusive approach to learning supports all children including those with SEND, and those who may experience barriers to learning, to access the full curriculum. Staff use signs and visual prompts to support learning, such as using visual timetables to explain what will come next. Children respond positively to this and employ mathematical skills, alongside the visual timetable, to discuss what will follow next. Staff weave maths into everyday play. Children confidently discuss how many doors their own houses have, whilst also creating model houses during a junk-modelling activity.

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Inclusion Strong standard

Leaders and staff work collaboratively to create a highly inclusive culture within the setting that supports all children, including those with special educational needs and/or disabilities (SEND), and those who may experience barriers to learning. All children, including those with SEND, have access to a curriculum that is inclusive of all children's needs and supports their communication and language skills. Staff adapt story time to make it interactive for children with SEND and this allows them to positively contribute and feel a sense of belonging.

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Inclusion Strong standard

Leaders use additional funding to ensure staff are highly skilled and responsive to children's needs. Staff use visual prompts and signs to support children's overall development with a focus on language acquisition. For example, staff use visual prompts to support what will happen next, which allows all children, including those with SEND, and those who may experience barriers to learning, to positively access and engage with the environment.

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Inclusion Strong standard

Leaders place high priority on early identification and work collaboratively with staff and parents to continuously assess and review children's progress. Equally, leaders work closely with the local authority and other professionals and make swift referrals for children with emerging needs. This ensures that children have high levels of support and that expert knowledge is being used to create plans that help them to reach their targets and continue

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Expected standard

their development at home. Parents discuss the impact that this has had on their children and how the support they have received has impacted upon them.

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Leadership and governance Strong standard

Leaders are highly reflective and committed to providing children with high standards of care every day. They continuously work collaboratively with their team to adapt and improve teaching standards and practice, to support all children's individual needs, including those with special educational needs and/or disabilities, and those who may experience barriers to learning. For example, staff hold regular meetings to discuss children's progress and work together to identify emerging needs to ensure that children have plans and referrals in place at the earliest stage where necessary.

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Leadership and governance Strong standard

Staff feel extremely well supported and valued by leaders who give them access to opportunities to reflect and improve their skills. Consequently, staff are reflective on their own practice and conduct research and training to enhance the provision. For example, they have researched the impact of children going on to school without being toilet-trained and have recently implemented toilet training from the baby room, which has been extremely successful.

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Leadership and governance Strong standard

Leaders have ensured excellent partnerships with parents and understand the context of their setting. Parents praise the nursery for how attentive they are to their children's needs. Leaders and staff make themselves accessible to parents and ensure that handovers are consistently high quality in order to support children's wellbeing and ongoing development. Leaders work with their community, and they are completing a sponsored walk as a setting to raise money for the hospital on their site.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff set clear expectations for children's behaviour. They act as role models and all communications between staff and children are kind, respectful and age-appropriate which positively impacts on how children build relationships with peers and key staff. Children generally behave well and are supported calmly when challenging behaviour occurs. They are encouraged to use 'kind hands', which parents discuss that they then use outside of nursery with others. Leaders place high importance on attendance and communicate this with parents, through newsletters and regular online communications.

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Behaviour, attitudes and establishing routines Expected standard

Children develop positive relationships with their peers and play in collaboration. For example, children work together to create a birthday cake and take turns to put each brick onto the base. When they finish, they smile at one another and sing 'Happy Birthday'. Staff encourage children to build relationships and use group times to support new children to introduce themselves, which they are able to do confidently. Children respond positively and make others feel welcome. Children typically develop the skills they need to follow the routine of each room. Staff use visual prompts to support children to move from one activity to the next. Children confidently navigate the space and engage quickly with the many exciting activities available. However, at times, children have to wait unnecessarily, which causes them to lose engagement.

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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 flourish in this calm and inclusive environment and are placed at the centre of everything leaders and staff do. Children build strong bonds with warm and responsive staff who know them extremely well. Children's emotional needs are prioritised, and leaders and staff use their secure knowledge of each child to help them settle into each stage of their development. They work collaboratively with parents who know what their children are working towards and what they have achieved to date. As a result, children are happy and well supported in the setting.

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

Children are supported by leaders and staff who are enthusiastic and reflective of their own practice. Leaders' and staff's commitment to providing high-quality care has inspired a highly ambitious curriculum that meets the needs of all children, including those with special educational needs and/or disabilities. Children have access to activities that are specifically designed to develop their skills and instil a love of stories and literacy. Children show high levels of engagement with stories and look on with awe and wonder as staff read engaging and interactive stories, which the children eagerly join in with.

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

Children are supported to understand a healthy diet and older children have the opportunity to grow their own vegetables, which they tend to in their growing patch. These are then shared with families, and children discuss that 'mummy and daddy liked them'. Children learn about their emotions and feel confident to express their needs. Children's voices are heard by respectful and supportive staff, who give settling children the choice of whether they would like to return to their previous room. When children express they are not yet ready, staff reassure them, allowing them to continue their play with their new friends.

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Next steps

Leaders should continue to strengthen practice during routines to support children to maintain engagement. Leaders should continue to embed the curriculum for children to achieve a transformational impact.

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About this inspection

The inspector spoke with leaders, practitioners, the special educational needs coordinator and parents 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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Address:

Royal Marsden Hospital Downs Road SUTTON Surrey SM2 5PT

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Charities Administered in Connection with the Royal Marsden Hospital NHS Trust

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Address:

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

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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.

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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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