Playtime Preschool

Inspection of Playtime Preschool 10th Finchley Scottish Scout Group, Gordon Hall, 1 Huntly Drive, London N3 1NX

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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

Staff greet children warmly when they arrive at the pre-school. New children are happy and bond closely with staff and their key person. Staff are caring and attentive. They address each child's needs and uniqueness. For instance, they learn vital words in children's home languages and find out about families' cultures and backgrounds. This helps to nurture children's personal and emotional well-being tremendously. Overall, staff plan a range of interesting adult-led activities that promote all areas of the early years curriculum.

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The provision is good

Staff encourage children's communication and language development, such as by using visual props during storytelling and in small-group activities. They also support children's speech development by encouraging vocalisation, introducing new words and use of longer sentences. Staff closely monitor children's speech development and provide extra support for children who speak English as an additional language. They also provide children with age-appropriate and consistent behavioural expectations. Older children are familiar with the setting's established daily routines and expectations.

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The provision is good

Children are well behaved and listen to staff's instructions. In addition, leaders and staff promote and value diversity, catering to all children and families. This supportings children to learn to respect different cultures and faiths. For example, children hear stories from different parts of the world and learn about various religious events throughout the year. Staff provide an environment that helps children to develop a positive and caring community spirit.

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need to do better?

n Leaders, staff and regular volunteers are dedicated and experienced. They have a good understanding of how young children learn and develop. Staff carefully observe and assess children's achievements and plan a range of interesting activities. However, they do not consistently use their observations to plan activities that link with children's next steps in learning. n Staff actively encourage children's imaginations through role play. For instance, they engage children in activities such as pretending to make cake and tea for each other. Staff also incorporate discussions about colour, numbers and counting into the children's play. However, staff do not always adapt activities well enough to ensure that older children are fully engaged and benefit from the learning opportunities. n Children develop a love for books and reading. They enjoy staff reading them stories and using props creatively. Older children participate actively, answering

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need to do better?

questions and helping them to learn how a story unfolds. Younger children learn new words, eagerly repeating the names of sea creatures and the ocean

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need to do better?

4 October 2024 environment, such as 'crabs', 'reefs', 'coral' and 'starfish'. n Staff encourage children to be independent and make essential health choices. For example, children wash their hands before meals and help themselves with fruit snacks. They enjoy daily fresh air and exercise in the garden. Children delight in showing each other how to ride on wheeled toys and climb apparatus. Younger children also explore colourful and textured materials to develop their physical and exploratory skills. n Staff support new children in the setting very well. They learn about the children's interests and often incorporate these into the planned activities. For instance, children, who enjoy making marks, begin to explore patterns as they practise drawing around them. Additionally, children learn about self-care, such as by taking care of dolls, dressing them, putting them to sleep and taking them for walks. n Leaders have effective procedures to evaluate and improve the quality of

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need to do better?

education, such as by providing regular opportunities for staff to access professional development. Staff also work well with other settings, such as feeder schools and the local authority early years advisor, to support continuity in children's learning. n Partnerships with parents are highly valued. This ensure that children's needs are successfully met. Staff keep parents informed about their children's achievements and how their learning could be further supported at home. Additionally, partnerships with specialist teachers help to ensure that children with special educational needs and/or disabilities have consistent learning experiences. n Children are motivated and actively develop the skills necessary for their future learning. For instance, they practise making marks with chalk and colour pens. Children are keen to investigate number, size and measure through their play. All children make good progress.

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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 make accurate use of what is known about children in order to plan activities that support their individual next steps more fully n consider more closely how to adapt activities to ensure that all children, in particular older children, fully engage and benefit from the learning opportunities.

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Setting details

Unique reference number EY537866 Local authority Barnet Inspection number 10360057 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 28 Number of children on roll 16 Name of registered person Playtime Pre-School Ltd

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reference number

Telephone number 07846821949 Date of previous inspection 18 December 2018

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Information about this early years setting

Playtime Preschool registered in 2016. It is located in the London Borough of Barnet. The setting is open during term time, from 9am to 3pm, Monday to Friday. It provides government-funded childcare. There are six staff working directly with children. All staff hold relevant early years qualifications, including the nominated individual who holds early years professional status.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The inspector spoke to several parents during the inspection and took account of their views. n The inspector carried out a joint observation of an activity with the senior leader. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The inspector spoke with the senior leader about the leadership and management of the setting. n The inspector talked to staff at appropriate times during the inspection and took 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

4 October 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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