Play Place Building Blocks Pre School

Building Blocks St. Barnabus Church, 69 Higher Drive, Purley, Surrey, CR8 2HR

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Inspection date

Previous inspection date 23 January 2018 13 April 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 observe children's play regularly and accurately assess their individual development. They plan a wide range of activities that effectively supports children's interests and developmental next steps. Children receive good support in their learning and make good progress from their starting points.  The manager and staff provide a positive and welcoming environment where children feel happy, relaxed and secure. They have high expectations and provide children with consistent and sensitive support to help guide their good behaviour. Children fully understand and respect the pre-school rules, and are kind and considerate of others around them.  Children enthusiastically join in singing traditional songs and remember the words and actions confidently. They develop a good understanding of rhythm and rhyme.  Partnerships with parents are good and staff keep them fully informed of their

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This provision is good

children's development. They regularly invite parents into the pre-school to discuss children's current achievements and how best to support further learning at home.

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It is not yet outstanding because:

 Although the manager monitors the progress of groups of children, she does not consistently share this information with staff to help close any gaps in learning rapidly.  At times, staff do not make the most of their interactions with children to offer the highest levels of challenge to support their best possible progress.

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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

 make better use of information gained from monitoring the progress of groups of children to help close any gaps in learning rapidly  make the most of staff interactions with children to offer the highest levels of challenge in their learning.

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Inspection activities

 The inspector observed teaching practices and the impact these have on children's learning.  The inspector held discussions with the manager, staff, children and parents.  The inspector read some of the pre-school's documentation, including the safeguarding policy and procedures.  The inspector sampled children's development information and records.  The inspector completed a joint observation with the manager and discussed children's play, learning and progress.

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Effectiveness of the leadership and management is good

The manager supervises her staff well and effectively supports their continued professional development. She regularly observes their practice and offers good support and guidance. Staff visit other local settings to share good practice and gain new ideas. This has led them to improve their planning recently to help further meet children's interests, and staff now work together to contribute to the needs of their key children. The manager and staff evaluate the effectiveness of the pre-school well and continually identify areas for further improvement. For example, they have recently created a new area to help better meet the needs of two-year-old children. Safeguarding is effective. The manager and staff are up to date with current legislation and fully understand their responsibility to protect children.

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Quality of teaching, learning and assessment is good

Staff know the children well and plan enjoyable experiences linked to their current interests. For example, children excitedly explore a well-resourced role-play crèche. They confidently take care of baby dolls, rocking them to sleep, changing their nappies and taking them for walks in toy buggies. Staff successfully engage children during group activities and children share their ideas eagerly. For example, they confidently discuss the weather of the day and what clothing they might need to keep warm, such as 'ear muffs'. Staff support children's mathematical skills successfully. For instance, children work together to count how many of them are in today and how many there would be if one more child arrives. They confidently recognise numbers and shapes, and compare sizes as they play.

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Personal development, behaviour and welfare are good

Staff are kind, caring and attentive to all children's needs. They offer them consistent praise and encouragement, and successfully support their secure emotional well-being. Children are confident and form strong bonds with staff and each other, showing positive social skills. For example, during their healthy snack time, children happily ask others what they want to eat and drink, and make sure they have what they need. Children thoroughly enjoy the responsibility of being 'special helpers' and develop good independence. Children have regular access to a well-resourced outdoor area and take part in plenty of active play and exercise. For example, they enjoy practising 'gymnastics' and confidently talk about their hearts beating faster after exercising.

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Outcomes for children are good

Children are motivated learners and quickly gain the skills they need for the next stage in their learning and for school. They are very imaginative and creative, and enjoy leading their own play. Children communicate confidently and express themselves with ease. Children recognise their name and some letter sounds of importance. They are beginning to give good detail to their drawings and can form some recognisable letters. Children enjoy listening to stories and enthusiastically talk about what might happen next.

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Setting details

Unique reference number EY429584 Local authority Croydon Inspection number 1094922 Type of provision Sessional provision Day care type Childcare - Non-Domestic Registers Early Years Register Age range of children 2 - 4 Total number of places 32 Number of children on roll 22 Name of registered person Play Place Child Care Services Limited

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reference number

Date of previous inspection 13 April 2015 Telephone number 0208 660 5055

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reference number

Building Blocks registered in 2011. It operates each weekday between 9.30am and 3pm, during term time only. The pre-school receives funding for the provision of free early education for children aged two, three and four years. There are four staff, all of whom have appropriate early years qualifications between level 2 and level 3.

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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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