Play Place Busy Bees

Inspection of Play Place Busy Bees Brighton Road Baptist Church, 215 Brighton Road, SOUTH CROYDON, Surrey CR2 6EJ

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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 Good

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The provision is good

Children are greeted warmly by staff, which enables them to settle quickly. They follow routines independently and organise their belongings upon arrival. For example, they hang coats on pegs and place their own water bottles on the water table. This promotes children's independence and self-awareness to look after their belongings.

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The provision is good

Children are comfortable trying new activities that include the use of their favourite toys. For example, children race cars down pipes to compare and adjust speeds. This engages children to try new activities and begins to build their understanding of trial and error.

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The provision is good

Children generally behave well. Staff are beginning to identify effective strategies for those children who find it more difficult to manage their own feelings. Leaders understand the needs of children, particularly those with special educational needs and/or disabilities. They are actively seeking advice from external agencies to support children to manage their behaviour.

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The provision is good

Children go on regular outings. For instance, they travel to the local woodland and explore the area changing throughout the seasons. They also take part in outings for current events. For example, children travel by bus to lay flowers at Her Majesty Queen Elizabeth's Memorial in Croydon. This supports children's understanding of the world and engages children in their local culture.

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need to do better?

n All staff support the needs of those who speak English as an additional language. For example, staff repeat the names of everyday objects numerous times and encourage children to repeat it. This supports children's development of language and encourages them to speak new words independently. n Staff listen to children and acknowledge their ideas. For example, when children want to make eyes for a dinosaur they have built from building blocks. However, on occasions some staff do not fully extend children's learning. For example, staff praise children when they share prior knowledge of dinosaurs, but do not progress learning further. n Staff are good role models for the children. They talk to the children with respect and are attentive to their care needs. For example, staff ask if the children would like help wiping their nose and wait for a response. This encourages the children's independence with self-care and supports their

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need to do better?

emotional well-being, as they understand help is there if they need it. n Leaders recognise and celebrate the diverse group of children at the setting. Children are encouraged to fill 'multicultural boxes' with family pictures, religious

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need to do better?

12 October 2022 calendar dates and recipes important to them. Staff use this information to plan activities for all children to explore. For example, children follow a recipe and bake Egyptian cookies their friend eats after Ramadan. This provides opportunities for children to share their own culture, while learning about other cultures in their community. n Leaders identified that some children do not have access to outdoor space when at home. Staff offer all children the opportunity to play outside. For example, they ride bikes in the garden. This provides children access to equipment that supports their physical development and improves their gross motor skills. n Children's interests are implemented within the provision and are utilised to support different areas of learning. For example, roads are shaped as numbers for the children to follow with cars. This supports early number recognition with

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need to do better?

toys children play with daily. n Parents praise staff for adopting an 'open door' ethos. They comment how approachable all staff are and how helpful the manager is. For example, the manager has explained how to register their children for a dentist checkup. Parents are familiar with the progress their children are making and value how involved they are with their learning. For example, parents visit the class to speak of a religious celebration.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Staff understand the procedures to keep children safe from harm. They have recently attended safeguarding training,that supported their understanding of child protection policies and procedures. Leaders have enrolled staff on a sign language course. All staff can learn to use and understand non-verbal signs that can support a child with their care needs and safeguard staff members. All staff understand and practice the safety protocol needed when children arrive and leave the premises. The manager has a robust recruitment process in place and carries out suitability checks regularly.

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should:

n develop further staff interaction with children to ensure children are continuously challenged n ensure strategies used to support children that find it more difficult to regulate their behaviour are fully effective.

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Setting details

Unique reference number EY387825 Local authority Croydon Inspection number 10235277 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care

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inspection

Total number of places 24 Number of children on roll 16 Name of registered person Play Place Child Care Services Limited

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reference number

Telephone number 07786194656 Date of previous inspection 17 October 2016

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Information about this early years setting

Play Place Busy Bees registered in 2008. The pre-school operates from the Brighton Road Baptist Church in the London Borough of Croydon. It opens Monday to Friday, from 8.30am to 3pm, during term time only. There are five members of staff, of whom all hold relevant qualifications from level 2 to level 6. The pre-school receives funding to provide free early education for children aged two and three years.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The inspector viewed the provision and discussed the safety and suitability of the premises. n The manager and inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n The inspector spoke to children, to find out about their time at the setting. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The special educational needs coordinator spoke to the inspector about how they support children with special educational needs and/or disabilities. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning.

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Inspection activities

n The inspector observed the interactions between staff and children. n The inspector spoke to several parents during the inspection and took account of their views. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the pre-school.

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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

12 October 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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