Sandbrook Community Playgroup

Inspection of Sandbrook Community Playgroup 85 Sandbrook Road, Stoke Newington, London N16 0SL

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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 happily rush into the small and friendly setting. Staff provide a carefully considered environment, this helps to motivate children to make choices in their play. Staff are calm, reassuring and genuinely enthusiastic. Children enjoy being at the playgroup.

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The provision is good

The curriculum is focused and ambitious for every child.The impact of the quality of education on children's literacy is evident. Children select books for staff to read to them and recall familiar stories from memory. Children's control to use small tools is developing well. Staff encourage two-year-old children to strengthen their finger muscles by using tongs and snipping paper with scissors. Older children carefully begin to form letters of their names as they make marks on paper. Children are supported to play cooperatively together. For instance, they learn to take turns and share with their friends.

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The provision is good

Children benefit from additional experiences, such as music and movement sessions and trips to the local shops. Children engage well in their play. Younger children enjoy singing action songs and giggle when they splash in water play. Older children play imaginatively, 'hunting for treasure' during a sand activity. All children make good progress in their learning and development.

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need to do better?

n The manager has a strong understanding of her responsibilities, including safeguarding and meeting children's individual needs. Additional funding is used suitably, such as to buy resources to help close any gaps in children's learning. n Staff complete accurate assessments of children's development. They have a clear understanding of what they want children to learn next. Overall, children access a curriculum that fosters their interests and builds on what they already know and can do. However, staff do not always implement the curriculum with precision to consistently support the intent of some activities, especially for younger children. n An effective key-person system is in place. Staff personalise the settling-in process for children who may struggle to ease into the playgroup. For example, they visit children at home and offer additional settling-in sessions to thoughtfully ease children into their new routines.

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need to do better?

n Staff support children's communication and language well. They sing nursery rhymes with the children, ask questions and allow time for children to respond. They repeat words that children do not pronounce clearly so they can hear them correctly. Children are becoming confident communicators. n The nursery's special educational needs coordinator (SENDCo) ensures that children have clearly devised individual support plans. She follows advice from

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need to do better?

2 May 2024 external professionals closely. Staff generally use interventions well to interact with children. Nevertheless, not all staff employ effective strategies to support children's understanding of transitions when there are changes of routine. Therefore, not all children develop the understanding of which they are capable. n Staff support children's health well. Children learn to develop healthy lifestyles. For instance, they enjoy healthy snacks and drinks, access fresh air daily and take part in physical activities, such as yoga. n Staff have high expectations of children's behaviour. They support children to develop the language needed to express their feelings. Children are familiar with 'The Colour Monster' story and are encouraged to use the colours to express how they are feeling. This helps to build children's emotional literacy. n Staff feel valued and supported by the manager. They are supported to access

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need to do better?

training and to further develop their career through additional professional qualifications. Staff explained how happy they feel in their role. n Working in partnership with parents is a strength in this setting. Parents are complimentary about the staff and how they are encouraged to support the playgroup. For example, families visit often and take part in activities, such as cooking and reading to the children. Parents are further supported with advice on children's toilet training, sleep routines and tooth brushing. Staff provide parents with regular updates on the progress their children are making and share ideas about how they can carry on with their child's learning at home.

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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 support staff's understanding of how to implement the learning intentions for activities, so they are clear on what skills and knowledge they want younger children to gain n revisit coaching for staff regarding the use of support strategies, so all children develop their understanding of transitions in the routines.

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Setting details

Unique reference number 144643 Local authority Hackney Inspection number 10339375 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 22 Number of children on roll 32 Name of registered person Sandbrook Community Playgroup Limited

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reference number

Telephone number 02072493649 Date of previous inspection 13 July 2018

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Information about this early years setting

Sandbrook Community Playgroup registered in 1978. The setting now operates 9am to 4pm on weekdays, during term time only. The setting provides free funded education for two-, three- and four-year-old children. The provider employs six members of staff, including the manager. Of these, five members of staff hold a level 3 qualification or above.

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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 manager and inspector completed a learning walk together of all areas of the playgroup and discussed the early years curriculum. n The SENDCo 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 has on children's learning. n The inspector carried out a joint observation of a group activity with the manager. n The manager showed the inspector documentation to demonstrate the suitability of staff. n The inspector spoke with management, staff, and the children at appropriate times throughout the inspection.

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Inspection activities

n The inspector spoke to parents and viewed written feedback from parents to take account of their views.

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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 May 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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