Into-Play @ The Quays

Ofsted rating

Last inspected 10 July 2025

What it's like to attend

• Children have regular opportunities for fresh air and exercise.
• Babies explore the sandpit in the garden and giggle as they go down the small slide.
• Staff expose children to a range of experiences when they go on walks in the local community and visit the museum.
• Children are settled and confident in the nursery.
• Staff foster children's love of books.

• 1The provider is aware of some of the weaknesses within the nursery and has started to implement changes to curriculum structure and delivery, with support from the local authority who visit the nursery regularly. However, this is yet to have a consistent impact across the nursery.
• 2Staff lack the individualised support they need to fulfil their roles successfully. The provider does not ensure staff get regular opportunities to discuss their progress, well-being and training needs.
• 3Children with gaps in learning, who would benefit from external support, are not identified and referred quickly enough. The provider does not always make staff aware of the processes to follow to get this support for children. Therefore, all children do not have appropriate support in place to enable them to make the best possible progress.
• 4Staff communication with parents is not consistent. Some parents share developmental concerns about their children, which are not always followed up by staff. Furthermore, parents are not always made aware of changes in the nursery or what their children are learning while at nursery.
• 5Staff mostly know their key children well. They know their likes and dislikes and what they want them to learn next. However, they do not use this knowledge to create individualised learning opportunities for children. For example, staff do not think how they can support babies, who are learning to walk, to develop their skills and increase their strength. Older children engage in a phonics activity. However, staff do not think about children's next steps for learning, or if their receiving school is following the same phonics programme. Staff do not always think about children's specific needs when creating activities.
• 6ensure that the key-person system is implemented effectively, and staff use their knowledge of each child to create learning opportunities tailored to their individual needs
• 7ensure that staff work closely with parents and other agencies, and make timely referrals when they identify that children will benefit from additional support, to enable them to make the best possible progress
• 8build on the arrangements for the supervision, monitoring and training of staff to provide staff with the knowledge, support and skills they need to successfully fulfil their roles
• 9support staff to improve the planning and delivery of the curriculum to ensure that it meets the needs of all children and is suitably challenging
• 10strengthen information sharing with parents so that they are kept fully informed of their child's progress, learning and key changes within the setting.