The Playroom Preschool

Inspection of The Playroom Preschool 309 Garratt Lane, London SW18 4DX

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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 are warm and nurturing towards children. They are tuned in to children's emotional needs and quickly offer comfort if children become upset. This helps build strong relationships between staff and children, which fosters children's wellbeing. Staff encourage children to choose which of the three rooms to play in and children move freely between them. They organise the environment so that children can access quieter spaces when needed. This helps children regulate themselves, which builds their emotional resilience.

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The provision is good

Staff support children to build on their imaginary experiences through planning exciting activities to help them create characters from stories and films. For instance, they role-play and pretend to be shopkeepers and customers pretending to buy sell items. Children use large pieces of material to make their own costumes and make believe that they are characters in the stories and film. This helps them develop their imaginations. Staff encourage children to explore various textures, which supports them to develop positive attitudes to learning. For example, children they enjoy mixing sand and water and exploring what happens to the texture. They become engrossed in filling containers with this mixture and share buckets and spades happily with each other. Staff are good role models and remind children to use their manners. Children are polite and behave well.

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need to do better?

n The manager has a good overview of the nursery. There are robust induction processes in place which help staff understand what is expected of them. The manager regularly checks the quality of the practice through peer observations and supervisions. Staff say they feel well supported and their work load is well managed. They comment that there is a collaborative culture at the setting and that this supports their wellbeing as well as professional development. n Staff know children well and plan activities based on what children are interested in. There are periods of the day where children can choose what to play with, which helps them become engaged. However, the daily routine is structured in a way that means that their play is frequently stopped. This means their learning is interrupted. n Children enjoy developing their fine motor skills. They practice writing their names with pride. Staff encourage children to hold the pencils with a pincer grip

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need to do better?

by demonstrating how to do this. Children concentrate as they work on connecting puzzle pieces together. This helps them develop their dexterity. Outdoors, children ride on bikes and balance across stepping stones. This supports their large physical movements. However, leaders have not planned to consistently provide as many opportunities for children to practice coordination and balance indoors.

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need to do better?

18 July 2024 n Staff have high expectations for children's behaviour and set these out clearly. They gently remind children to take turns when speaking so everybody can be heard. Children learn to tidy up when the tidy up song is sung. Staff use timers to help children move between activities. They give children specific praise when they make good choices. This helps children how to behave in different situations. As a result, children are kind to each other and show consideration to those around them. n Leaders and staff have a clear understanding of what they want children to be able to do by the time they leave the setting. They prioritise children becoming confident to do things for themselves and provide them opportunities to have a go. For example, children pour their own drinks from a jug and serve themselves food at mealtimes. They hang up their belongings when they enter the setting and swap their shoes by themselves. This gives them a sense of responsibility

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need to do better?

and helps them learn skills they need for the next stage of learning. n The setting helps children feel included. Staff learn key phrases in children's home languages. The menu incorporates food from different cultures. Children enjoy listening to a story about similarities and differences in people. They learn about where all of their families come from. Staff promote learning about diversity by celebrating festivals and rituals that the children's families celebrate at home. This helps prepare children for a life in modern Britain.

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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 offer children consistent opportunities to develop and practice their balance and coordination to enhance their physical development n review daily routines to ensure children can continue playing and learning for longer periods without interruptions.

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Setting details

Unique reference number 2680586 Local authority Wandsworth Inspection number 10350661 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register Day care type Full day care

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inspection

Total number of places 30 Number of children on roll 30 Name of registered person Playroom London Limited

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reference number

Telephone number 0208 8704438 Date of previous inspection Not applicable

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Information about this early years setting

The Playroom Preschool registered in 2022 and is based in Wandsworth. The nursery is open from 8am to 6pm, Monday to Friday, all year round. The nursery employs 8 staff. Of these, 6 staff hold childcare qualifications from level 2 to level 6. The nursery provides funded early education for children aged three and four 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 manager showed the inspector the areas used by the setting and explained how the provision is organised and how the curriculum is implemented. n The inspector observed the quality of teaching indoors and outdoors to assess the impact of this on children's learning. n Parents spoke to the inspector and gave their views of the nursery. n The inspector spoke with staff at appropriate times throughout the inspection. n The manager and the inspector carried out a joint observation to evaluate the effectiveness of teaching. n The inspector held a meeting with the manager. She reviewed relevant documentation and evidence of the suitability of staff working in the setting.

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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

18 July 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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