Adventure Play Daycare

Adventure Play Daycare
Unique reference number (URN): 2866769
Address: 3b The Wilson Building, Wilson Way, Poole, TR15 3RU
Type: Childcare on non-domestic premises
Registered with Ofsted: 25/11/2025
Registers: EYR, CCR
Registered person: Wills, Toni
Inspection report: 23 July 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement
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.
How we evaluate safeguarding
When we inspect settings for safeguarding, they can have the following outcomes:
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.

Expected standard
Achievement Expected standard
Children, including those with any potential barriers to their learning, typically achieve well
across all areas of the curriculum from their individual starting points. They are confident to
explore new activities and make connections between new learning and their existing
knowledge. For example, children independently choose the story of 'The Very Hungry
Caterpillar' and use resources from the role-play area to recreate the story with staff.
Children persevere when faced with new tasks, show pride in their achievements and are
eager to share their success with others. For example, children happily tell staff they 'did it'
when completing a collage of a jellyfish. From a young age, children develop independence
and manage their own needs in an age-appropriate way. Babies practise self-feeding skills,
while toddler and pre-school children independently wash and clear away their plates after
lunch.
Children typically develop the knowledge, skills and attitudes needed to support the next
stage of their learning. For example, children in the baby room access scooping activities
that support the development of fine motor skills. This helps to prepare them for the more
complex skills they will require as they move into the toddler and pre-school room.
Behaviour, attitudes and establishing routines Expected standard
Leaders have created a caring and positive environment in which children are typically given
consistent and clear expectations of behaviour. Staff speak to children at eye height and
give them specific praise. This helps to build children's confidence, self-esteem and
understanding of their own learning. Children generally behave well and respect and enjoy
supporting each other. For example, toddler and pre-school children instinctively hand out
plates during snack times and children enthusiastically share books and toys with each
other. Children understand expectations and follow familiar routines. For example, they
happily follow the lunchtime routine and demonstrate increasing independence. For
instance, children manage tasks such as collecting their food, eating with their peers and
joining in with adult-led discussions about healthy eating.
Relationships between staff and babies are nurturing, allowing babies to feel safe, happy
and secure. For example, staff support babies to persevere as they learn to push balls
through a hole. They respond warmly to babies' successes and provide time for them to
practise and build their confidence. Parents and carers share positive comments about the
bonds formed between children and their key persons. Leaders promote the importance of
regular attendance. They work with families to support children to return and settle back into
the setting if needed after longer periods of absences.
Children's welfare and wellbeing Expected standard
Children receive nurturing care that meets their individual needs. As a result, children across
the setting feel safe, secure and happy to explore. For example, children in the baby room

reach for familiar adults when seeking comfort and children in the toddler and pre-school
room bring books to staff and invite them to share stories together. Leaders place an
emphasis on the emotional wellbeing of both children and their families. For example,
leaders tailor the length of settling-in sessions to best meet the needs of individual children.
Mealtimes provide valuable opportunities for social interaction. Children from both rooms eat
together, while staff join them to model positive table manners and healthy eating
behaviours. Staff encourage children to explore and taste new foods at mealtimes. Children
receive specific praise for trying unfamiliar foods, while familiar options remain available to
ensure that they eat well and enjoy a positive mealtime experience. Leaders ensure that
children are offered a broad variety of healthy foods at both snack time and lunchtime.
Leaders and staff understand the importance of physical development and ensure that
children have access to daily physical activity. For example, children spend time in soft play
and take part in walks in the local community.
Curriculum and teaching Expected standard
Children benefit from regular outings into the local community that broaden their
understanding of the world and support learning through direct and meaningful experiences.
For example, when learning about different animals, children visit a local zoo to experience
this first hand. Leaders and staff consistently promote children's communication and
language development through meaningful interactions and conversations. Staff in the baby
room respond conversationally to babies' babbling and narrate their play. Staff in the toddler
and pre-school room extend children's vocabulary. They model more complex language by
repeating and expanding on children's sentences.
Children typically engage well in adult-led activities that support their learning and
development. However, it is not always clear which member of staff is leading the activity. As
a result, some children become distracted by interactions with other adults. This means that
children do not fully benefit from the intended learning opportunities.
Staff incorporate mathematical learning throughout children's day. Opportunities for
mathematical learning are embedded in children's play and daily routines. For example,
children receive encouragement to count their friends during circle time and calculate how
many scoops are needed to fill containers in the sand tray.
Children typically access activities that support their development. However, staff do not
consistently understand how these activities contribute to the sequential development of
children's knowledge and skills within the curriculum. Consequently, children do not always
receive learning experiences that help them develop and deepen their understanding over
time.
Inclusion Expected standard
Children benefit from a warm and welcoming environment where they are valued and
respected. Leaders and staff recognise children as unique individuals and generally tailor
learning to meet their specific needs. Leaders and staff communicate effectively with parents
and carers, listening to them and sharing children's next steps. For example, staff gather

information from parents about the words babies are learning at home. They typically
reinforce these through planned interactions and experiences throughout the day.
Leaders and staff have an in-depth knowledge of each child in the setting. This enables
them to understand each child's strengths, interests and any potential barriers to their
learning. Leaders understand the next steps of their most vulnerable children and use
funding effectively to provide experiences and resources that support their development.
Leaders and staff provide meaningful opportunities to assess children's learning through
naturally occurring daily routines. For example, staff use snack times to check children's
understanding of colours.
Leaders and staff build positive relationships with families, ensuring that they work together
to achieve the best possible outcomes for children. This approach is reflected in positive
feedback from parents. They praise the setting's home-from-home ethos and the tailored
support provided to families during settling-in sessions.
Leadership and governance Expected standard
Leaders are proactive, committed and passionate about providing a setting in which children
are respected, cared for and valued as unique individuals. Staff speak positively about
working at the setting. They report that they feel supported and valued as members of the
team. Leaders provide staff with ongoing opportunities for training and professional
development. Professional development is typically purposeful and aligned with the needs of
the setting. For example, leaders ensure that staff working in the baby room have completed
relevant training to strengthen their knowledge of the care and development of babies
before taking on responsibilities in the room. Leaders also ensure that staff receive frequent
supervision sessions, which supports their wellbeing. However, leaders do not consistently
use supervision to support staff's professional development. Consequently, staff do not
always receive targeted support to deepen their understanding of the curriculum, which
means that children's knowledge and skills are not consistently built upon as effectively as
they could be.
Parents and carers speak positively about the warm and supportive environment in the
setting. They comment their children develop friendships, empathy, independence and
confidence. Parents feel there is an effective open line of communication. Leaders generally
work closely with parents to share information about their children's learning and
development. Leaders seek parents' knowledge of their children. They use this information
to provide a consistent approach between the home and setting.

Compulsory Childcare Register requirements
This setting has met the requirements of the compulsory part of the Childcare Register.
How we check if a provider meets the requirements of the Compulsory Childcare
Register
When we check if settings meet the Compulsory Childcare Register requirements, they can
have the following outcomes:
Met
Not met
What it's like to be a child at this setting
Children arrive at the setting settled and happy. They benefit from warm and nurturing
relationships with staff. This helps children to feel safe and secure as they access the
activities and experiences available to them. Leaders and staff have clearly put children's
wellbeing at the heart of their setting. This allows children to be happy, confident and valued
members of their community. Children have access to a wide variety of trips, either exploring
local parks or visiting local zoos. This allows children to develop a rich understanding of the
wider world.
Leaders and staff work closely with parents and carers to establish a routine that benefits
children and their families. Staff see children as unique individuals and have an
understanding of each child's needs, likes and interests. This helps children to typically
make progress from their starting points. Children benefit from an environment that is well
resourced to support their current age, learning and development. Children in the pre-school
and toddler room have access to several role-play huts that spark curiosity and allow
children to explore their imaginations. Children in the baby room practise throwing and
climbing out of a ball pit, developing their physical skills.
Children typically have clear boundaries and expectations. As a result, they feel safe and
secure to explore new activities during their play. Children are kind to their friends and
readily help one another during daily routines. For example, children happily share
resources and support staff to hand out plates at snack time, adding to the sense of
belonging that children feel. Children develop independence from a young age. Babies

Inspector:
Beth Wilson
About this setting
Unique reference number (URN): 2866769
Address:
3b The Wilson Building
Wilson Way
Poole
TR15 3RU
Type: Childcare on non-domestic premises
practise self-feeding skills, while older children confidently manage tasks such as washing
their hands and clearing away after meals.
Children show positive attitudes to learning. They persevere with new tasks and take pride
in their achievements. Staff celebrate children's successes, which helps to build their
confidence and self-esteem. As a result, children develop the knowledge, skills and attitudes
that support the next stage in their learning.
Next steps
Leaders should strengthen staff deployment during adult-led activities, to help children to
remain focused, engage more consistently and benefit fully from the intended learning
experiences.
Leaders should strengthen staff's understanding of how activities contribute to children's
learning, to help to ensure that children's knowledge and skills are consistently built upon
across the curriculum.
About this inspection
The inspector spoke with leaders, staff, parents and carers, children and the special
educational needs coordinator during the 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.

Registration date: 25/11/2025
Registered person: Wills, Toni
Register(s): EYR, CCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:00
Local authority: Cornwall
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 23 July 2026
Children numbers
Age range of children at the time of inspection
1 to 9
Total number of places
27
Our grades explained
Exceptional
Practice is exceptional: of the highest standard nationally. Other settings can learn from it.
Strong standard
The setting reaches a strong standard. Leaders are working above the standard expected of
them.
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.
Needs attention

The expected standards are not met but leaders are likely able to make the necessary
improvements.
Urgent improvement
The setting needs to make urgent improvements to provide the expected standard of
education and/or care.
The Office for Standards in Education, Children's Services and Skills (Ofsted) inspects
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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