Tate House Playgroup @ Meath Gardens

Tate House Playgroup @ Meath Gardens 1 Smart Street, LONDON E2 0SN

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Inspection date 15 October 2018 Previous inspection date 26 February 2016

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This inspection: Good 2

Previous inspection: Good 2 Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

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The provision is good

n Parents provide positive feedback about the setting. For example, they say that staff are caring, sensitive and considerate to individual children's needs. They provide a stimulating environment and support children to settle well. n Staff plan age-appropriate and interesting activities that children enjoy. They join children's play to offer support, and to help them make good progress with their development. n Children display positive behaviour. For example, they play with other children and learn to take turns. They show respect to staff, listen and follow instructions well. n The manager evaluates the setting and has addressed the recommendations from the previous inspection well. For example, staff have increased opportunities for children to develop their communication skills.

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It is not yet outstanding because:

n The manager does not ensure that all required documentation and information is easily accessible and available during the inspection. n The manager's process for tracking groups of children's progress is in the early stage of development. She does not closely monitor gaps in children's learning and take swift action to support their development. n Staff miss some opportunities during children's play to challenge and extend their learning further.

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What the setting needs to do to improve further

To meet the requirements of the early years foundation stage and Childcare Register the provider must: Due date ensure all required records are accessible and easily available. 05/11/2018

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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

n strengthen the process for monitoring the progress of groups of children's development and take prompt action to close any gaps in their learning n enhance opportunities for children to extend their skills even further.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of teaching indoors and outdoors. She looked at some children's assessment records and staff planning documentation. n The inspector held discussions with the manager during the inspection. n The inspector held discussions with staff about their roles, and assessed their understanding of meeting the requirements of the early years foundation stage. n The inspector took account of children's and parents' views during the inspection. n The inspector conducted a joint observation of an activity with the manager.

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Effectiveness of leadership and management is good

The manager and staff work closely with parents from the start of children's placement. They provide parents with ongoing feedback about children's care and experiences at the setting. The manager develops strong partnerships with other professionals to support children who have special educational needs and/or disabilities. She conducts regular supervision meetings and arranges professional development to enhance staff's skills. For example, new staff receive guidance to help them improve the quality of observation and planning for their key children. The manager ensures staff are vetted, and they have attended safeguarding training to help keep children safe. Staff have a secure knowledge of child protection issues and the procedures to report any concerns to the relevant authorities. The manager deploys staff effectively to ensure children are consistently supervised. Safeguarding is effective.

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Quality of teaching, learning and assessment is good

Staff arrange various sensory activities and experiences to support children's development. For example, younger children use their senses to explore different lights, sounds, patterns and textures with curiosity. Staff make good use of opportunities to encourage children to repeat words to help increase their vocabulary. Children operate and use technology effectively. For instance, they learn to use a remote control to drive cars around the room. Staff ensure children have regular opportunities for outdoor play to support their physical skills. Children learn to use the slide safely and scoop sand into small containers. They display good memory when they play a game to guess what is in the bag. They learn to link each item to a song, and know the words to different nursery rhymes.

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Personal development, behaviour and welfare are good

Children develop their personal and emotional skills well. They form close bonds and attachments to their key person. Children know when to seek staff's support and reassurance to complete activities that they may find difficult. For example, some children ask staff to hold their hands to help them jump into the softball-play area. Staff remind children to be careful and make them aware of how to keep themselves and other children safe during their play. Children are active. They move around to explore and develop their small and large muscles effectively. Staff ensure children have access to a wide range of resources, indoors and outdoors, to keep them engaged. They offer regular praise to develop children's confidence and acknowledge their efforts.

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Outcomes for children are good

Children make good progress and develop the skills to help them with the next stage in their learning. For example, younger children express themselves well by using body language, emotions or speech. They display good mobility, balance and coordination. Children explore the craft materials and learn to use them creatively. They develop their independence skills well and learn to manage small tasks, such as feeding themselves and washing their hands. Children begin to recognise their own name in writing.

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Setting details

Unique reference number EY436158 Local authority Tower Hamlets Inspection number 10066405 Type of provision Sessional day care

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childcare on non-domestic premises Age range of children 2 - 3 Total number of places 28 Number of children on roll 27 Name of registered person Tate House Playgroup Committee

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reference number

Date of previous inspection 26 February 2016 Telephone number 020 8983 7745

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reference number

Tate House Playgroup @ Meath Gardens registered in 2011. It operates from Meath Gardens Children's Centre in the London Borough of Tower Hamlets. The playgroup is open each weekday from 8.30am until 11.30am and from 12.30pm until 3.30pm, during term time. The playgroup currently employs eight staff, including the manager. Of these, one member of staff holds qualified teacher status, one holds an early years qualification at level 6 and six staff hold qualifications at level 2 and above. The provider receives funding to offer free early education for children aged two, three and four years.

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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.ofsted.gov.uk . 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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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