Splash and Dash Pre-School Playgroup

Inspection of Splash and Dash Pre- School Playgroup Kingsdown Methodist Church, Kingsdown Avenue, Ealing, LONDON W13 9PR

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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 Outstanding

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The provision is good

Children are happy and settled in this warm and friendly environment. Staff form strong relationships with children. They offer bespoke settling-in sessions to ensure that each child feels comfortable and safe when they first arrive. Staff are attentive to the needs and wishes of every child. They provide a stimulating and exciting learning environment, where children are fully engaged in their play, indoors and outdoors.

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The provision is good

Leaders have designed a broad curriculum that prepares children for the next stage of their educational journey. The curriculum focuses on children's interests and next steps in learning. Staff have a good knowledge of their key children, which enables them to deliver high-quality teaching.

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The provision is good

Staff manage children's behaviour well. They provide consistent strategies to help children to understand their emotions. For example, staff create an activity to identify which actions are kind or unkind. Children use this knowledge to support their cooperative play. Staff provide opportunities for children to have space and time to reflect on their feelings and follow up with reassurance when needed. They model calm behaviour consistently and praise children's positive choices. This creates an environment where children understand the rules and overall expectations.

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need to do better?

n Staff promote children's communication and language throughout this setting. They encourage children to develop a love of books through all areas of learning and their play. Children independently choose books to read to a friend or to themselves. They talk about books they have read together. Staff tell stories at regular opportunities, such as snack time and while playing outside. They encourage children to act out their favourite story, for example, as they climb over, under and through the obstacle course outside. n Parents and carers are pleased with the progress that their children make here. They comment how accommodating staff are to meet the needs of their children and appreciate the regular feedback that they get. These positive partnerships with parents support children's development. n Leaders support staff to complete additional training that improves their professional development. Staff enjoy putting into practice what they have

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need to do better?

learned in their training to make a positive difference for children's overall development. They communicate effectively with each other, which creates a friendly team environment. n Staff demonstrate high-quality interactions with children as they talk with them throughout their day. They skilfully extend children's conversations and introduce

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need to do better?

2 December 2024 meaningful vocabulary. Staff encourage children to be independent thinkers and be confident to face new challenges. n Staff work well with other professionals. They ensure that there is shared and regular communication between settings so there is continuity for children's learning and development. Staff appreciate the support they receive from specialised professionals and manage suggested strategies in the setting effectively. For example, staff lead a 'bucket time' activity to focus on children's concentration and attention skills. Staff comment on the progress that children have made in this area since this new initiative. n Children with special educational needs and/or disabilities are well supported. Staff put in place effective strategies to allow all children to access the exciting curriculum. Children make good progress from their starting points in development. n Children have consistent opportunities to develop their independence, such as

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need to do better?

accessing their own fruit at snack time and putting their own coats on. Staff guide children in these tasks while allowing them to take responsibility, helping them to build and develop these skills. n Overall, leaders and staff plan an ambitious curriculum to help children to make good progress. However, the curriculum plan for toddlers is not yet fully understood by all staff. Therefore, not all children benefit from well-thought-out activities that extend their thinking skills and development. n The provider did not inform Ofsted about a notifiable event. This was an oversight, and all other aspects of leadership and management are good. The provider has notified Ofsted of other significant events and now has a good understanding of when to make notifications to Ofsted. There is no impact on children's safety and care.

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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 review and implement the curriculum for the toddlers to help them to make the progress they are capable of.

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Setting details

Unique reference number 118187 Local authority Ealing Inspection number 10364269 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 Sessional day care

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inspection

Total number of places 26 Number of children on roll 22

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Name of registered person

Splash and Dash Pre-School Playgroup Committee

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reference number

Telephone number 07481610971 Date of previous inspection 14 January 2019

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Information about this early years setting

Splash and Dash Pre-School Playgroup registered in 1996. It operates from Kingsdown Church Hall in the London Borough of Ealing. The setting is open during term time, from 9.30am until midday, on Monday, Tuesday, Thursday and Friday. There are five members of staff. Of these, four staff hold childcare qualifications at level 3 and one at level 2. The setting provides government funded childcare.

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Inspection activities

n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want children to learn. n The inspector talked to staff at appropriate times during the inspection and took account of their views. 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 to parents during the inspection and took account of their views. n The manager showed the inspector documentation to demonstrate the suitability of staff. n The inspector and the manager carried out a joint observation of an activity.

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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 December 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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