Fisherton Play-Group

Fisherton Play-Group Community Centre, Selina House, Fisherton Estate, London, NW8 8LP

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Inspection date

Previous inspection date 24 November 2017 2 June 2015

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 The manager and staff work together harmoniously to create a welcoming, calm and stimulating environment. Children form strong bonds with attentive staff who support their emotional well-being effectively. Children are happy and confident.  Staff support children's communication skills well, including those who speak English as an additional language. For example, they speak clearly and continually introduce new vocabulary. They support understanding, such as by using simple sign language and allow children plenty of time to express themselves.  Staff have a good understanding of how to support children's learning. For instance, they plan activities based on children's interests and adjust their support skilfully to meet individual learning needs. Children are keen to take part and learn.  The manager values the views of staff, parents and children when reflecting on the quality of the provision. This helps her to accurately identify areas for development and

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This provision is good

make changes that improve outcomes for children.

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It is not yet outstanding because:

 The system for monitoring children's progress is not yet precise enough. This does not enable staff to identify and plan for gaps in learning as accurately as possible.  At times, the manager and staff do not fully engage all parents in their children's learning to enable them to support their children's learning at home.

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What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

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What the setting needs to do to improve further

 refine the monitoring of children's progress to enable any gaps in learning to be identified as accurately as possible  build on partnerships with parents and extend the opportunities for them to support their children's learning at home.

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Inspection activities

 The inspector observed children's learning experiences indoors and outdoors.  The inspector held discussions with the managers and staff, and spoke to the children.  The inspector spoke to parents and considered their views.  The inspector carried out a joint observation with the manager and discussed the findings with her.  The inspector sampled a range of documents, including policies and procedures, children's development records and staff suitability checks.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The manager and staff are confident with the signs and symptoms to be aware of and how to act on concerns about a child. They have an up-to- date knowledge of current safeguarding concerns and legislation. The managers and staff work effectively with parents and other professionals. They ensure all children receive the support they need to learn and progress, including securing additional support where needed. Parents speak highly of the setting and the care that their children receive. The managers and staff work effectively together to provide a well-balanced learning for children. The manager ensures staff receive training, which improves their practice in meeting the needs of the children. For example, staff have attended training to better support children's communication and language skills.

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Quality of teaching, learning and assessment is good

Teaching practice is strong. Staff use their knowledge of individual children and skilfully adjust their interactions to meet the wide range of abilities. For instance, during a story session, they challenged older children to repeat familiar phrases and asked questions that extended their thinking skills. Younger children joined in by matching objects to the pictures in the book and learned new words. Staff help children to develop interest in books and support their early literacy skills effectively. They support children to express their ideas and creativity well and children enjoy free access to a good range of art resources. For example, they used these resources skilfully and imaginatively to create a model crane.

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Personal development, behaviour and welfare are good

Staff act as good role models and support children to respect one another. For instance, staff remind children to take turns to talk, listen to one another and share out resources. Children behave well and develop good social skills. Staff teach children about diversity in their community and the wider world. For instance, they join in with local celebrations and learn about cultures that are different to their own. Staff ensure children receive daily physical challenges that help support their physical well-being. Children learn about having a healthy diet and they bring and share healthy snacks from home.

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Outcomes for children are good

Children are active and confident learners. They make decisions in their learning and demonstrate individual interests which are nurtured by staff. Children show independence skills appropriate for their age, such as self-care skills and carrying out small tasks. They develop good mathematical knowledge and they learn to recognise, match and write numerals as they play. Children progress well overall and acquire skills they need for the next stage of their learning, including school.

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Setting details

Unique reference number 135038 Local authority Westminster Inspection number 1089508 Type of provision Sessional provision Day care type Childcare - Non-Domestic Registers Early Years Register Age range of children 2 - 5 Total number of places 10 Number of children on roll 9 Name of registered person Fisherton Street Estate Playgroup

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reference number

Date of previous inspection 2 June 2015 Telephone number 020 7723 2207

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reference number

Fisherton Play-Group registered in 2001. It is situated in the London Borough of Westminster. The pre-school is open each weekday from 9am to midday, during term time only. It receives funding for the provision of free early education to children aged two, three and four years. The pre-school employs three members of childcare staff, including the manager, all of whom hold an appropriate early years qualification at level 3 or above.

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reference number

This inspection was carried out by Ofsted 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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reference number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection.

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reference number

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reference number

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reference number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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