Woodford Pre-School Playgroup

Inspection of Woodford Pre-School Playgroup 209 High Road, South Woodford, London E18 2PA

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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

Practitioners warmly welcome parents and children into the safe environment of the pre-school. Parents appreciate having time to settle their children. There are opportunities for parents to talk to practitioners before they leave. Children quickly find their name and place it under their key worker's photo. The consistent routine provides children with familiarity. They know that cues such as the shaking of a tambourine indicates circle time. Children benefit from a range of activities that engage them and support their development.

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The provision is good

Children have access to a secure garden. When the weather is wet, there is plenty of opportunity for physical exercise inside. For example, children ride trikes and dance with ribbon streamers. They learn to take risks, as practitioners demonstrate how to balance on the assault course.

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The provision is good

Practitioners enthusiastically read to children. They capture their imagination with actions to the story 'We're Going on a Bear Hunt' that children copy. Children enjoy playing musical instruments as they sing nursery rhymes. They listen carefully to instructions to start and stop playing. Children at the sand table share resources and play cooperatively. This develops their social skills for future learning.

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need to do better?

n The manager has a clear vision for the pre-school and is ambitious for the children. Children benefit from meaningful learning. For example, they play with toy animals and mimic their noises, and practitioners support children to sort coloured animals into groups. As children sort the animals, practitioners extend the learning further by asking the children to name the animals. They tell children about the characteristics of the animals, such as how kangaroos hop, and talk about the size of the elephant's ears. n Children know the staff's expectations and generally behave well. They are kind to their peers. Practitioners encourage older children to support younger ones. Children have a positive attitude towards their learning. They spend extended periods of time at activities. For example, they complete puzzles and keenly exchange them for another one. Staff consistently praise children's efforts. This

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need to do better?

boosts their self-esteem and confidence. n Strong relationships have developed between practitioners and parents. Parents speak highly of the pre-school and appreciate the safe and stimulating environment. They comment on staff's dedication to each child. Settling-in sessions allow parents and children to familiarise themselves with the setting. Regular meetings with the children's key person provide parents with development updates. Practitioners suggest ideas to parents to help them continue learning at home. They support parents with strategies such as potty

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need to do better?

10 March 2023 training. n Practitioners support children to be independent and encourage good hygiene practices. For example, children instinctively wash their hands before snack. They use tongs to serve their fruit and pour their own drinks. Children with allergies are sensitively supervised. Practitioners sit close by to prevent any cross-contamination. n Children who speak English as an additional language are well supported. Practitioners play nursery rhymes and collect words in children's home language. Communication is promoted as children play. For example, staff give directions, such as 'back', 'forwards', and 'turn around', as children ride trikes. Staff describe emotions as children draw faces in shaving foam and encourage the children to think. However, there is less communication at snack time, and this limits children's opportunities to learn about healthy lifestyles. n Practitioners swiftly act to identify and support children with special educational

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need to do better?

needs and/or disabilities (SEND). They ensure that children with SEND access their full entitlement to achieve the best possible outcomes. Practitioners use assessment to closely monitor children's development. They complete the mandatory progress checks for children aged between two and three years and share these with parents. Links with health visitors to ensure the best possible outcomes for children is an an area for further development. n Practitioners are well supported. Managers carry out regular supervisions. They are effective in the way they manage staff. However, some staff would benefit from further professional development opportunities to ensure they plan activities that support the ambitions of the curriculum.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Practitioners have a good understanding of how to keep children safe. They know the signs and symptoms to look for and the actions to take should they have concerns for the welfare of a child or actions of an adult. They work well with other settings children attend to support children's welfare. Risk assessments are conducted, and fire drills are carried out regularly. Recruitment procedures are robust. Suitability checks are completed before staff begin to work with children.

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should:

n support staff to plan activities that contribute towards achieving the ambition set out in the curriculum and continue to build on what children already know n develop children's language and understanding around healthy lifestyles by strengthening interactions at mealtimes n strengthen relationships with professionals such as health visitors to ensure a

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should:

10 March 2023 two-way sharing of information to benefit children's development.

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Setting details

Unique reference number 128493 Local authority Redbridge Inspection number 10265412 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 Sessional day care

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inspection

Total number of places 32 Number of children on roll 28 Name of registered person Woodford Pre-School Playgroup

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reference number

Telephone number 07748 637157 Date of previous inspection 6 June 2017

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Information about this early years setting

Woodford Pre-School Playgroup registered in 1992 and is situated in South Woodford, in the London Borough of Redbridge. The provider is in receipt of funding for free early education for children aged two, three and four years. The pre-school is open each weekday, during term times, from 9.15am to 12.15pm. The provider employs eight members of staff, five of whom hold appropriate early years qualifications at level 3 or above.

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Inspection activities

n This was the first routine inspection the pre-school received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the manager and has taken that into account in her evaluation of the setting. n The inspector spent time with the manager, conducting a learning walk to find out more about the pre-school and the curriculum. n The inspector spoke with several parents and took their views into account. n The inspector spent time observing the quality of education and the interactions between staff and children. n The inspector viewed a range of documents, including suitability checks and paediatric first-aid certificates.

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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

10 March 2023 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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