Play Away Day Nurseries Ltd

Play Away Day Nurseries Ltd
Unique reference number (URN): EY275052
Address: 43 High Street, Totton, Southampton, Hampshire, SO40 9HL
Type: Childcare on non-domestic premises
Registered with Ofsted: 17/12/2003
Registers: EYR
Registered person: Play Away Day Nurseries Limited
Inspection report: 2 April 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 demonstrate a positive attitude to learning and achieve well. For example, younger
children focus as they pull themselves up to look in the mirror, pleased with their
achievements. They can feed themselves and make their needs known. However, they do
not always have opportunities to consistently develop their communication and language
skills. Older children know the routines and independently wash their hands and prepare
their own snacks.
Older children persevere and problem-solve. They persist when things are trickier and
continue until they achieve. For example, children confidently build a complicated obstacle
course. Children find different ways to safely make their way around it. When they stumble
or planks move out of place, they find other ways to navigate the course. Children take risks
and keep themselves safe.
Children fully engage in the activities and learn new skills. For example, they decorate
Easter eggs and cut them out. They follow instructions and place their eggs in a circular
pattern to create an Easter wreath. Children play well alongside each other. They
communicate and show respect for one another. This helps to prepare them for the next
stage in their learning.
Behaviour, attitudes and establishing routines Expected standard
Children demonstrate they are happy and safe in the nursery. They confidently approach
adults and use their communication skills to express their wants and needs. Children play
alongside each other, and staff generally support them in their play. In the main, leaders and
staff promote the importance of punctuality and attendance and promptly follow up on any
absences. Staff know children well. They form special bonds and children seek them out for
cuddles. Children who face barriers to their learning progress well and staff typically closely
monitor their progress. Staff generally have clear expectations in place. They consistently
praise children for their positive behaviour and achievements in learning. Children behave
very well.
Children follow routines with ease. When preparing for lunchtime, children wash their hands
and sit at the lunch table. They collect their own cups, plates and cutlery. Children serve
their own food, watching portion control. Children wait for their whole table to sit down
before they start their food. Children have respect for one another and take turns. Children
follow instructions well. They join in songs and do the actions staff ask of them. Children
generally show a positive attitude towards their learning. They fully engage in the activities.
Children's welfare and wellbeing Expected standard
Leaders typically create a safe space for children to thrive, belong and achieve. They find
out what children know and can do when they start. Staff generally work with parents and
carers to find out about babies' needs, such as weaning and feeding during settling-in

sessions. This helps them to prepare for their start dates. Children enjoy playing alongside
their friends and staff. They are confident learners, who enjoy extending their further. For
example, children concentrate as they thread wool through small holes during a craft
activity. Children show pride in their achievements.
Children have constant access to outdoors and enjoy opportunities to be active and explore
with their friends. They climb on the large play equipment and ride on tricycles. Children
demonstrate positive gross motor skills as they move with strength and confidence.
Staff generally promote independence skills well. They encourage children to attempt to put
on their coats themselves. If children need help, staff are available for support. Staff assist
children with their toileting needs. They encourage older children to begin to independently
manage their self-care needs. Staff generally teach children to make healthy choices, such
as selecting the right foods to eat. Leaders typically provide healthy meal options and
children are beginning to learn about portion size.
All children demonstrate positive social skills. They relish the opportunities to play with their
friends. Children enjoy making 'food' in the role-play area to share with staff. They are kind
to each other and are beginning to develop sound friendships.
Curriculum and teaching Expected standard
In the toddler and pre-school rooms, staff promote communication and language well.
Children use Makaton to sign and they benefit from effective interactions with staff. They
excitedly take part in 'bucket time'. However, there is a minor inconsistency in the baby room
where staff do not consistently give children the opportunity to communicate effectively. Staff
have not considered the impact of the use of dummies on children's communication and
language development. This does not ensure this area of learning is as consistent as it
could be.
Leaders provide an ambitious curriculum which is generally sequenced well throughout the
nursery. There is a focus on children sharing and turn-taking. Staff have an awareness of
children's age and stage of development. When they reach the pre-school room, children
can sit down and play a board game together. Staff skilfully weave mathematics into the
curriculum; from simple number songs in the younger age groups to measuring and
discussion about shapes in the pre-school room. This helps children to develop an
understanding of early mathematical language.
Staff set up activities and resources for children to develop their physical skills. They provide
a range of tools to strengthen children's muscles. For instance, in the water tray, children
manage squirty bottles and use jugs for pouring. They enjoy playing with play dough and
rollers. Children develop effective hand–eye coordination and confidently use pens for mark
making.
Inclusion Expected standard
The nursery provides an inclusive environment where staff value each child as an individual
and supports them in their stage of learning. Staff generally have high expectations and
closely monitor progress so that all children achieve well. Staff quickly identify children who

need additional help and support those facing barriers, including short-term difficulties, such
as changes in family circumstances. Staff typically work effectively with external agencies,
including speech therapists, Portage workers and neurodiversity specialists. They attend
meetings, follow professional advice and complete relevant online training to meet children's
individual needs.
In the main, staff support looked-after children well, which helps them to feel safe and
secure. They work closely with families, carers and professionals involved in the children's
lives. Staff generally use their understanding of children's circumstances to provide
experiences they may not otherwise have. This includes regular outdoor play that builds
children's confidence, curiosity and physical skills. Before moving to school, each child
creates a personalised 'passport' that highlights their strengths and interests. This helps to
ensure a smooth and positive transition into the next stage of their education.
Leadership and governance Expected standard
The change in leadership has had a positive impact on the overall development of the
nursery. Staff report they feel very supported by the new leadership team and their wellbeing
is positive. Leaders provide regular supervision sessions and new staff undergo an in-depth
induction period. This includes training, reading policies and regular meetings with leaders.
Leaders take time to get to know each team member personally. This allows them to
generally support staff well. However, leaders have not consistently supported staff working
with the youngest children to fully consider the children's needs during the organisation of
the day. This does not ensure consistency of practice across the younger age groups.
Leaders collaborate effectively with the local schools and invite Reception class teachers
into the nursery. This helps to ensure smooth transitions when children move on to the next
stage in their education. Leaders use funding appropriately to meet children's individual
needs. They help parents and carers to access their full entitlement to funding. Leaders
ensure parents know who their children's key persons are and provide regular online
communications about their children's development. Parents report that they are very happy
with the care and education their children receive. Leaders provide parents with ideas to
support their children's learning and development at home. For example, a lending library
provides opportunities to borrow books and encourage storytelling at home. Leaders work in
partnership with other agencies to ensure children receive the support they need in a timely
manner.

What it's like to be a child at this setting
There has been a change of leadership at the nursery since the last inspection. The
leadership team have worked hard to address the actions raised at the last inspection, and
this has had a positive impact on the nursery. Children arrive happily at this busy nursery
and separate from their parents and carers with ease. Leaders greet parents and carers at
the nursery door and welcome them into the building. Staff gain essential information from
parents during settling-in sessions, such as babies' routines and any known allergies. This
helps to settle children and develop their sense of wellbeing and belonging. Leaders also
explain the importance of regular attendance and punctuality.
Leaders provide an inclusive environment. Planned activities ensure that all children,
including those who face barriers to their learning, make steady progress from their starting
points. Staff have high expectations for children's behaviour. Children develop the social
skills they need to be able to take turns and play alongside their friends. Staff know their
children well and set up range of activities for the children both indoors and outdoors. This
gives children the opportunity to make choices in their play.
Overall, children progress well in all areas. Staff generally embed communication and
language skills across the nursery. Babies enjoy sharing books with staff. They snuggle in to
look at the pictures and listen to the stories. Toddlers begin to take their first steps and staff
hold out their hands to offer support. This helps to develop their confidence as they refine
their physical skills. Sleep time is relaxing in the baby room. When babies wake, sensitive
staff are available to offer cuddles as they adjust to the environment.
Next steps
Leaders should consistently focus on supporting children's communication and language
development in all age groups.
Leaders should ensure that the nursery's professional learning and expertise programmes
enables staff to implement the practice that supports the care needs of babies.
About this inspection
The inspectors spoke with managers, staff, parents and carers and children 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.

Inspectors:
Lindsay Osman
Harriet Povey
About this setting
Unique reference number (URN): EY275052
Address:
43 High Street
Totton
Southampton
Hampshire
SO40 9HL
Type: Childcare on non-domestic premises
Registration date: 17/12/2003
Registered person: Play Away Day Nurseries Limited
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:30
Local authority: Hampshire
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 2 April 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places

122
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.
If you would like a copy of this document in a different format, such as large print or Braille,
please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk.
You may reuse this information (not including logos) free of charge in any format or medium,
under the terms of the Open Government Licence. To view this licence, visit
www.nationalarchives.gov.uk/doc/open-government-licence, write to the Information Policy
Team, The National Archives, Kew, London TW9 4DU, or email:
psi@nationalarchives.gsi.gov.uk.
This publication is available at https://reports.ofsted.gov.uk.
Interested in our work? You can subscribe to our monthly newsletter for more information
and updates: http://eepurl.com/iTrDn.

Piccadilly Gate
Store Street
Manchester
M1 2WD
T: 0300 123 1231
Textphone: 0161 618 8524
E: enquiries@ofsted.gov.uk
W: www.gov.uk/ofsted
© Crown copyright 2026
© Crown copyright