Play Planet Pre-School

Inspection of Play Planet Pre-School Resource Centre, Little Gypps Road, Canvey Island, Essex SS8 9HG

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

Children enjoy their time at pre-school. They display close and strong bonds with all staff members and demonstrate they feel emotionally secure. Children benefit from a range of stimulating resources that excite their imaginations and help motivate them to explore, investigate and experiment. Children have many opportunities to play outside and to be physically active. They learn how to balance and negotiate large equipment, and have a growing awareness of their own abilities. Children take part in sensory activities in the garden. For example, they investigate how to get dinosaurs out of ice using a variety of different tools.

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The provision is good

Children are supported by staff to manage their emotions using a colour-coded system. They describe themselves as being 'green' when they feel happy and safe. This helps staff to understand the reasons for children's behaviour and manage it appropriately. All children, including those who need extra support in their development, benefit from time spent in the calming sensory room. It provides them with a quiet environment for one-to-one and small-group activities. Children develop good levels of independence. For example, they learn to put on boots and outdoor clothing before going outside. Children develop a positive attitude towards the benefits of a healthy lifestyle. They confidently help themselves to drinks when they are thirsty and help to prepare healthy snacks.

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need to do better?

n The managers and staff are committed to providing the best possible care and education for all children. They plan a broad and exciting curriculum that effectively supports children to make progress from their starting points and develop the skills they need for future learning. n The key-person system is effective and children's individual needs are well known by all staff. The key persons and parents agree individual settling-in arrangements according to the needs of each child. This helps children form secure attachments and promotes their well-being and independence from the day they start. n Staff closely track and monitor the progress that children are making. They swiftly identify potential gaps in children's learning to provide additional support if required. This means that children acquire the skills, abilities and attitudes to prepare them in readiness for the next stage of their development and starting

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need to do better?

school. n All children, including those with special educational needs and/or disabilities, make good progress from their starting points. There is a targeted approach towards their future learning. Strong professional partnerships and good information sharing with other agencies supports children to reach their full potential.

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need to do better?

12 December 2019 n Parents appreciate the care and time taken by staff to provide feedback about their child's learning. They are encouraged to be involved in their children's learning through, for example, parents' evenings, social events and home- learning opportunities. Parents say, 'The pre-school is a lovely, welcoming environment for the children to be in.' They also talk about the 'fantastic', 'caring' staff. n Staff provide engaging opportunities for children to practise their mark making and develop early writing skills. Children comfortably learn how to use scissors to develop their cutting skills and physical development. n Staff provide children with opportunities to develop some mathematical skills. However, they do not always maximise these opportunities to extend children's understanding of numbers and counting. n On occasion, staff do not leave enough time for children to think and respond to

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need to do better?

a question before moving on to the next one. n The managers observe their staff's practice and carry out regular supervision meetings to manage their well-being and performance. Training is well targeted to meet staff's individual professional development needs and help to maintain the good quality of practice. n Staff help children to explore their differences and develop a strong sense of community. For example, children visit a local residential home for the elderly, where they take part in creative activities and sing together.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Managers and staff complete regular safeguarding training. As a result, they have a good knowledge of issues, including the 'Prevent' duty. Staff understand what signs and symptoms would raise concerns about a child's welfare and the procedures to follow. Staff are familiar with the whistle-blowing policy and local safeguarding procedures for reporting allegations of abuse. The managers have rigorous recruitment and induction procedures to help ensure the continued suitability of staff. Staff know the procedures to safely manage any visitors, including checking their identity.

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should:

n extend children's understanding and enjoyment of early mathematics and further strengthen their knowledge of numbers and counting n give children the time that they need to think and respond to questions, to develop their thoughts and ideas further.

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Setting details

Unique reference number EY545238 Local authority Essex Inspection number 10129981 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care Age range of children 2 to 4 Total number of places 29 Number of children on roll 53 Name of registered person Play Planet Family Project Committee

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reference number

Telephone number 07505171431 Date of previous inspection Not applicable

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Information about this early years setting

Play Planet Pre-School registered in 2017. The setting employs 10 members of childcare staff. Of these, three members of staff hold an appropriate early years qualification at level 6, three at level 5 and three at level 3. The setting opens Monday to Friday from 8.30am to 3.30pm during term time. The setting provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The inspector carried out a learning walk with the manager and discussed how the curriculum is delivered. n The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning. n The inspector completed a joint observation with the manager. n The inspector spoke with staff and children during the inspection. n The inspector held a meeting with the pre-school managers and looked at relevant documentation and evidence of the suitability of staff working at the pre-school. n The inspector spoke to parents and took account of their views.

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Inspection activities

12 December 2019 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.

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Inspection activities

12 December 2019 regulates and inspects to 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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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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