Wild about Play

Inspection of Wild about Play Roof Garden, Oasis Academy, 184 Lower Richmond Road, London SW15 1LY

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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

Staff want the very best for all children. They plan and implement their curriculum in the outdoor environment. Staff are enthusiastic about this which motivates children to play and learn. They are particularly good at teaching children to take manageable and age-appropriate risks. For example, staff support children well when they use real tools, such as a bow saw to cut up wood for different purposes. Children demonstrate a clear understanding of the rules and how to keep themselves safe. Staff engage children in imaginary play as they mix natural resources to make their own concoctions at the mud kitchen. Children thoroughly enjoy these interactions and show high levels of concentration.

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The provision is good

The relationships between staff and children are strong. Staff are kind and caring. They recognise the vulnerabilities of some children, especially those who are going through significant changes in their family life. This helps children to settle quickly and feel happy. Staff make their high expectations clear to the children. For instance, they expect children to play well together and take turns. Staff encourage children to create stories using their imagination. This practice helps to promote children's language skills well. Children gain important knowledge and skills for their future education.

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need to do better?

n The provider is highly motivated in evaluating the quality of the provision. She considers the views of her staff team and other professionals to identify the strengths and areas for development. This includes reinforcing the setting's 'it takes a village' programme to further enrich children's experiences. In addition, the provider is exploring other ways to enable children to see basic words in different languages. She finds this will further raise children's awareness of similarities and differences between people. n The provider leads her dedicated staff team very well. She is currently supporting the new manager to help strengthen their managerial skills. The provider offers staff training to continuously develop their teaching practice. For example, staff have gained further knowledge about visual representation of numbers. Following this, they incorporate numbers more skilfully in planned activities and spontaneous play. This has had a positive impact on children's

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need to do better?

early mathematical skills. n Parents speak very highly of the staff. They comment that their children enjoy attending the setting. Parents find that staff are 'nurturing' and communicate well with them. The written testimonials from other parents reinforce these positive views. This strong partnership with parents helps to maintain continuity of care and learning for the children. n Staff know the next steps in children's learning. This is because they carry out

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need to do better?

30 January 2024 regular observations and assessments of what children know and can do. All children, including those who speak English as an additional language, make rapid progress from their starting points. For example, children who had limited vocabulary are now confident speakers. However, there are some occasions when staff do not seize the opportunities to check on children's understanding and to promote their critical thinking skills as effectively as possible. During several activities, such as exploratory play and woodwork, they do not use questioning techniques to maximum effect, so children can connect and explain their ideas. n Staff support children to have a positive sense of themselves. They teach them to become independent from a young age. For instance, staff encourage children to attend to their own personal needs, such as toileting. In addition, staff give children lots of praise and encouragement to promote good behaviours.

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need to do better?

n The provider follows robust recruitment and vetting procedures to check that staff are suitable to fulfil their roles. Staff agree that there are procedures in place to help keep children safe. This includes effective staff deployment. As a result, children receive good levels of supervision, including on outings. Staff are confident that the provider will take the right action should there be any concerns about a child's welfare. They are able to identify any signs that might indicate that a child is at risk of harm.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n consider the use of questioning techniques to check children's understanding and to further support their critical thinking skills.

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Setting details

Unique reference number 2652165 Local authority Wandsworth Inspection number 10304880 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 22 Number of children on roll 17 Name of registered person Wild About Play Europe Limited

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reference number

Telephone number 02071013255 Date of previous inspection Not applicable

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Information about this early years setting

Wild about Play registered in 2021 and it is located in the London Borough of Wandsworth. The setting is open from 7am until 6pm, Monday to Friday, all year round. The setting has nine staff members. Of these, one holds early years teacher status, one holds qualified teacher status and four hold relevant qualifications from level 3 to level 7. The setting provides funded early years education for two-, three- and four-year-old children.

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Inspection activities

n This was the first routine inspection the setting 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 The provider and manager took the inspector on a learning walk and talked about their curriculum. The manager and inspector observed an activity together and evaluated it. n The inspector held discussions with the provider and manager at appropriate times during the inspection. She checked the relevant documentation, such as staff's suitability and qualification records. n The inspector talked to parents and staff to gain their views on the quality of the provision. She engaged with the children at appropriate times during the inspection. n The inspector observed the quality of education being provided and assessed the impact this was having on children's learning. She also accompanied children on

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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

30 January 2024 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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