Poplar Play Centre Ltd

Inspection of Poplar Play Centre Ltd 111 Poplar High Street, Poplar, London E14 0AE

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Overall effectiveness Inadequate

The quality of education Inadequate Behaviour and attitudes Inadequate Personal development Inadequate Leadership and management Inadequate Overall effectiveness at previous inspection Inadequate

p.1

The provision is inadequate

The provider does not have an adequate understanding of the early years foundation stage (EYFS) requirements. This has an impact on their ability to monitor and support staff to ensure they are fulfilling their roles and responsibilities. Leaders do not have effective risk assessment processes in place to ensure children are kept safe. Leaders and staff have failed to take action to remove hazards, including rubbish, broken toys, resources piled up in the corners of the garden, and weeds and plants which could pose a risk to young children. Leaders are aware of these but have not taken action to ensure children are kept sufficiently safe.

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The provision is inadequate

Leaders and staff do not have high enough expectations of all children and do not understand their learning needs. Staff are not clear about what they want children to learn and how. Children have limited opportunities to make choices and explore their own ideas. This leads to children becoming bored and restless, as they are not challenged. This does not encourage children to feel positive about their learning.

p.2

The provision is inadequate

There are times when children experiment and lead in their own play. Older children experiment playing with play dough and using cutters and rolling pins. They enjoy playing outdoors, running, jumping and learning to use the slide. Younger children enjoy pushing buggies, playing with musical instrument and hearing the different sounds they can make. However, this is not consistent and does not have a positive impact on the progress children make.

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need to do better?

n The provider has not met all the welfare requirement notices from past inspections. This demonstrates that they are not able to make necessary improvements to their practice to ensure children are being kept sufficiently safe and learning to a good standard. n Children are not receiving good levels of support in their learning. This is due to an ineffective curriculum, learning intentions for children not being clear, and the quality of teaching not being at a good level. The curriculum is not ambitious and challenging for the children. This means that children are not making good progress in their overall development. n Children enjoy playing in the outdoor area, where they can run, jump and learn to balance. However, meals and snacks are not nutritionally balanced for the children. Young children do not have access to water all the time. This means that children are not being taught how to make healthy choices and lead healthy

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need to do better?

lifestyles. n Staff do not use appropriate explanations to resolve conflict. They do not role

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need to do better?

2 August 2022 model and explain to children what behaviours they want. Therefore, children do not know what is expected of them. Staff have inappropriate expectations of young children's behaviour, such as young babies being able to share. n Staff are not knowledgeable about children's developmental needs. For example, leaders are unable to identify that children are not supported to develop their independence during care routines. This has an impact on children's ability to progress to the next stage of education. n Staff do not implement the setting's health and hygiene procedures. For example, the mat used to change children's nappies and tables used for lunch are not consistently cleaned. Younger children are not encouraged to wash hands after nappy changes. This does not help to prevent the spread of infection and places children's health and safety at risk. n There are opportunities where children engage and listen to stories and sing

p.2

need to do better?

songs. Older children discuss what a fire engine is for and how fire fighters help us to keep safe. Younger children enjoy singing and joining in with actions to familiar songs. However, the teaching is not consistent enough to have a positive impact on children's learning. n Supervision, coaching and mentoring of staff is not effective. Leaders carry out supervision sessions with staff to identify gaps in knowledge. However, this information is not used effectively to improve staff practice. Monitoring systems are not effective and, as a result, practice is weak. n Parents views vary. They discuss that the staff are kind and caring. They appreciate staff keeping them up to date about their child's day. However, not all parents are aware of what their children are learning and what their next steps are, so they are unable to continue to support their children's learning at home. n Leaders do not have a secure knowledge and understanding of all the changes

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need to do better?

that must be notified to Ofsted and the correct time frame for such notifications. This includes when to notify Ofsted and other relevant agencies of safeguarding matters.

p.3

Safeguarding

The arrangements for safeguarding are not effective.

p.3

Safeguarding

Leaders have not put in place effective systems for safety and risk assessment to ensure children are kept safe. Staff ability to assess potential risk to children is not adequate. Staff do not have sufficient understanding of the procedures in place to safeguard children. These include identifying a child who may be at risk of harm, and safeguarding issues such as 'Prevent' Duty and female genital mutilation. Staff are unsure of how to respond if they are concerned about a member of staff. Leaders are not sure of all the agencies that they need to report an allegation against a member of staff to. Safer fire procedures are not followed, as not all staff sign in and out of the setting.

p.3

Due date

ensure all staff have a secure knowledge and understanding of the safeguarding policies and procedures, are able to identify safeguarding concerns, and know the correct procedure to follow in the event of an allegation 01/09/2022

p.4

Due date

ensure all staff have a secure understanding of contextual safeguarding matters, such as 'Prevent' Duty and female genital mutilation 01/09/2022

p.4

Due date

ensure all staff with lead responsibility for safeguarding have a secure knowledge of their roles and responsibilities, including the agencies to notify in the event of an allegation 01/09/2022

p.4

Due date

implement effective arrangements for staff supervision to provide support, coaching and training to help raise the quality of practice 01/09/2022

p.4

Due date

ensure all children have access to drinking water at all times, particularly younger children 01/09/2022

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Due date

ensure all meals and snacks are healthy, balanced and nutritious 01/09/2022

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Due date

ensure suitable behaviour-management strategies are being used by staff to promote children's emotional well-being, particularly for younger children 01/09/2022

p.4

Due date

ensure all staff record their times of attendance, to help ensure that in the event of an emergency all staff can be accounted for 01/09/2022

p.4

Due date

2 August 2022 ensure all staff follow the health and hygiene procedures to prevent cross infection 01/09/2022

p.4

Due date

use risk assessments effectively to identify potential hazards, and take prompt action to remove and minimise risks, particularly in the baby-room garden 01/09/2022

p.5

Due date

improve knowledge and understanding of changes that must be notified to Ofsted and the time frame in which to do this in. 01/09/2022

p.5

Due date

ensure that all staff understand why they plan children's individual next steps and how to plan a well-thought curriculum, which is based on what children know, can do and need to know next, and all these inform their teaching 30/09/2022

p.5

Due date

improve the quality of teaching to ensure all staff offer each child sufficient challenge, help them to achieve their best possible outcomes and effectively implement an ambitious curriculum. 30/09/2022

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Setting details

Unique reference number 119605 Local authority Tower Hamlets Inspection number 10231407 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care

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inspection

Total number of places 32 Number of children on roll 18 Name of registered person Poplar Play Centre Limited

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reference number

Telephone number 020 7515 1111 Date of previous inspection 9 February 2022

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Information about this early years setting

Poplar Play Centre Ltd registered in January 2000 and is in the London Borough of Tower Hamlets. It is open each weekday, from 8am to 6pm, all year round. The nursery receives funding to provide free early education for children aged three and four years. The provider employs 11 members of staff, 10 of whom hold relevant childcare qualifications at level 2 and 3.

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Inspection activities

n The inspector discussed any continued impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The manager led the inspector on a learning walk and told the inspector about what they want children to learn at nursery. n The manager carried out a joint observation with the inspector. They looked at how well practitioners teach and what they want them to learn. n The inspector held discussions with the manager, deputy manager and staff throughout the day. n The inspector observed children at play throughout the nursery. n The inspector spoke with parents and gathered their views about the experiences of the setting. n Children spoke to the inspector during the inspection. n The inspector observed interactions between staff and children. n The inspector looked at documentation relating to the suitability of those working with children, such as their qualifications, first aid and Disclosure and

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Inspection activities

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

2 August 2022 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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