Avebury Playgroup

Inspection of Avebury Playgroup Roberta Street, London E2 6AW

p.1

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

p.1

The provision is good

Staff create a safe and welcoming space for children. They know that children need to feel happy and secure to thrive. Therefore, they prioritise children's emotional well-being. For instance, staff provide tailored settling-in sessions to ensure that children build secure attachments with them before they join the playgroup. Children settle quickly. They feel at ease and are eager to learn. Staff plan the learning experiences based on the things that children enjoy so that children are drawn to activities and develop positive attitudes to learning. This child-centred approach helps all children make significant progress in their academic and personal development.

p.2

The provision is good

Staff have high expectations for all children. They teach them important social language and skills such as how to say 'please' and 'sorry' and to share the toys. Children demonstrate high levels of respect for others and play happily alongside their peers. Staff recognise that some children do not have access to a wide range of play and learning experiences outside of the playgroup. Therefore, they carefully plan the curriculum to help close the gaps in children's learning. For example, staff take children to visit museums and local parks to broaden their curiosity and understanding of the world. They encourage parents to come with them so that they can share in their children's learning.

p.2

need to do better?

n Staff monitor children's progress closely. They ensure that children who need extra help receive the right support at the right time. Staff plan effectively for the next stages in children's learning and provide specialised activities to enhance their language and social skills. They also work closely with parents, sharing advice and resources to further promote children's development. This cooperative approach helps all children to achieve their full potential. n The support for children's language and communication skills is a real strength. Staff use a wide range of words and ask meaningful questions while children play. They consistently incorporate visual forms of communication, such as simple sign language, into their teaching. This helps children who speak English as an additional language or are developing their speech to understand the routines and express their needs. Children, including those who speak English as

p.2

need to do better?

an additional language, become confident and effective communicators. n Staff provide a broad curriculum for the children and plan a wide array of fun and engaging activities to support their learning. However, they are not always consistent in introducing numbers and other mathematical concepts during play activities to support children's early mathematical skills. n Children show a keen interest in literacy and develop their mark-making skills well. Staff ensure that books are readily available and read to children in ways

p.2

need to do better?

5 September 2024 that excite them and ignite their love for stories. Staff understand that children need to develop strength, control and coordination throughout their bodies in preparation for learning to write. Therefore, they ensure that children have lots of opportunities to practise large- and small-muscle movements, such as by painting, digging, pouring and threading. n Staff promote healthy lifestyles for children effectively. They provide nutritious snacks and teach children to manage their personal care and hygiene, such as using the toilet and washing their hands independently. Staff also give guidance to parents to support children's good health at home, such as advice on healthy eating and workshops on oral hygiene. Children learn that there are lots of fun ways to be physically active. They play outdoors each day and enjoy climbing and jumping in the indoor 'soft play' room. n Children benefit from lots of opportunities to explore their feelings and emotions.

p.2

need to do better?

For instance, they examine the facial expressions on the 'emotions dice' and talk about their own experiences of feeling happy, sad or angry. Staff skilfully support these conversations. They encourage children to reflect on their actions and how these may affect other people's feelings. This helps children begin to moderate their behaviour. n Leaders have clear oversight of the playgroup and develop the provision around the needs of children attending. For instance, they have identified that outside of playgroup, many children do not have opportunities to experience and learn about the natural world. Therefore, they are developing an area of their garden into a 'forest school' to further enrich children's learning.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

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

p.3

should:

n develop further the opportunities for children to develop their understanding of mathematics and the vocabulary linked to numbers, shapes and measurements.

p.3

Setting details

Unique reference number 119546 Local authority Tower Hamlets Inspection number 10354999 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

p.4

inspection

Total number of places 20 Number of children on roll 8 Name of registered person Avebury Playgroup Committee

p.4

reference number

Telephone number 0207 739 7053 Date of previous inspection 14 November 2018

p.4

Information about this early years setting

Avebury Playgroup registered in 1995 and is located in Bethnal Green in the London Borough of Tower Hamlets. The playgroup is open weekdays from 8.45am until 3.15pm, during term time only. The provider employs two members of staff who hold early years qualifications at level 4 and level 6. The provider offers funded early education funding for children aged two, three and four years.

p.4

Inspection activities

n This was the first routine inspection the provider has received since the COVID- 19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken this into account in their evaluation of the provider. n The manager showed the inspector around the childcare premises. She explained the curriculum and how the provision is organised. n The inspector observed the quality of the education and considered the impact on children's learning. This includes a joint observation with the manager. n The manager met with the inspector to discuss issues such as recruitment and staff supervision. She ensured that relevant documents were available for the inspector to view. n The inspector spoke with parents, staff and children during the inspection to find out their views and experiences of the setting. She also took account of parents' written feedback.

p.5

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.

p.5

Inspection activities

5 September 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6