Shanklin Playgroup

Inspection of Shanklin Playgroup Shanklin Community Hall, 25 Rookley Close,shanklin Village, Sutton, Surrey SM2 6TT

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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 Outstanding

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The provision is good

Children are greeted by nurturing, friendly staff. They independently put belongings away before swiftly getting involved in chosen activities. Children use their imagination as they play alongside their peers using transport toys. Adults join their play and support children's developing language by repeating familiar words. Children show an eagerness to learn, and listen keenly as adults explain the life cycle of caterpillars. They build on embedded knowledge as they talk about cocoons and repeat new words, such as 'chrysalis'. Children benefit from consistent praise and encouragement for even the smallest achievements. This helps them feel secure and develop a sense of belonging.

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The provision is good

Staff ensure children have access to daily fresh air. Making use of the outdoor space where children freely move between, alongside visits to the local park. Children develop their gross motor skills using bicycles and a trampoline. They learn about the natural world, by planting flowers and watering shrubs. Staff know all children extremely well, and key-person relationships are strong. Children who speak English as an additional language (EAL) are supported well. They confidently express their needs in English and make good progress. Children with special educational needs and/or disabilities (SEND) flourish in the inclusive environment adults have provided.

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need to do better?

n Staff provide a calm, engaging environment which meets the needs of individual children. For example, recently changing the layout and furniture to reflect the children that attend. Leaders have worked hard to develop a curriculum that is guided by children's interests. They use meaningful observation and assessment to track children's progress and carefully plan for their next steps. n Children have access to mark making indoors and outdoors. They are supported by adults to be creative, and use a range of tools to develop essential skills. Children are encouraged to talk about how they are feeling using an emotions display. This supports them to develop friendships, and manage minor conflicts with adult support. Children play with some activities that incorporate maths. However, adults do not always support children to embed a deeper knowledge of mathematical concepts. n Leaders and staff engage with the local community. Incorporating visits from

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need to do better?

local agencies and emergency services who share their experiences. This inspires children to learn new skills, and develop an understanding of the wider community. Staff have high ambitions for all children. They understand the essential skills they will need for later life. Encouraging children's independence and social skills with carefully planned activities. n Children with EAL, SEND or from disadvantaged backgrounds are supported

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need to do better?

12 May 2023 well, overall. Staff get to know children and their families extremely well from the start. This supports them with early identification of any needs. They work closely with a range of professionals and parents, to ensure that targeted support is in place. Staff use a range of communication methods for all children, including visual prompts and signing. However, staff are not always consistent with their approach, especially during transition times. n Partnerships with parents are a strong. Parents speak extremely highly of the support received from staff, especially those of children with SEND. They praise the fantastic communication and information shared on their children's progress. Leaders have worked extremely hard to support parents, and have developed firm relationships built on trust. They regularly signpost and refer them to local family hubs and children's centres for additional support. They offer stay and

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need to do better?

play sessions, which parents love attending. n Leaders are highly reflective and consistently evaluate the provision. They work closely with their team and encourage them to identify their own priorities for professional development. Children then benefit from good interactions during play. Staff comment on the good levels of support on their well-being. They work closely together and display good teamwork. This further contributes to children displaying good levels of mutual respect for everyone.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders and staff show good understanding of signs and symptoms relating to abuse. They are confident in reporting procedures if they have a concern about a child or an adult. Staff make sure that the area remains safe at all times. They complete thorough risk assessments on the indoor and outdoor environment. Leaders understand their duties to safeguard everyone. They ensure that staff complete regular safeguarding training and keep paediatric first-aid training up to date. Leaders retain good links within the local neighbourhood community. This ensures that they have the most up-to-date information on the area.

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should:

n implement more consistent strategies for children, so that they develop a better understanding of routine transitions. n provide more opportunities for children to understand early mathematics and deepen their knowledge of numbers.

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Setting details

Unique reference number EY485773 Local authority Sutton Inspection number 10276210 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 15 Number of children on roll 15 Name of registered person London Borough of Sutton

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reference number

Telephone number 07522604117 Date of previous inspection 5 July 2017

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Information about this early years setting

Shanklin playgroup registered in 2015 and is based within a children's centre in the London Borough of Sutton. The setting is open weekdays, term time only, from 9am to 12.45pm. There are five staff working in the pre-school; all hold suitable early years qualifications, ranging from level 2 to level 6. The pre-school receives funding to provide free early education for two-, three- and four-year-old children.

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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 setting. n Leaders joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want their children to learn. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector spoke with leaders about the leadership and management of the setting. 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. n The inspector carried out a joint observation of a group activity with the manager. n The inspector spoke to several parents during the inspection and took account of their views. n The manager showed the inspector documentation to demonstrate the suitability

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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 May 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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