Play Place The Ark

Inspection of Play Place The Ark Stone Baptist Church hill House Road, Dartford DA2 6HQ

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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 arrive at pre-school and are greeted by the enthusiastic and nurturing staff. They are sensitive to children's emotional well-being and take time to find out about their interests. This means that most children are happy and confident when they arrive. Each session starts with a song and story as there is a strong focus on children developing a love of books. They explore concepts such as feelings, and follow these up during adult-led activities. For example, as children paint, staff talk about how colours make them feel, so that children can embed prior learning.

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The provision is good

Staff plan a fun and varied curriculum. For example, children go on the bus into the town centre to buy snacks and resources for activities. Trips take place on different days so that all children, including those who attend part time, have these experiences. This ensures that all children can learn about the diverse community in which they live. Children engage well in their play, and staff are positive role models for children. They work in collaboration to build a dinosaur swamp, adding sand and water. Children talk about why the cardboard has turned soft, and staff introduce vocabulary such as 'soggy'. These playful interactions help children to make good progress in their social and language development.

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need to do better?

n Staff plan a well-sequenced curriculum throughout the pre-school. They carefully consider the different ages and specific needs of the children. For example, younger children use chunky brushes to paint on tinfoil, while older children lay on the floor and use pencils to draw on large paper. Outside, there are chalks to make patterns. Staff support children to develop their mark-making skills in preparation for early writing. n Staff engage in meaningful conversation with the children. They find out what is important to them and use this information to develop their learning. For instance, when children say that they have been on a train ride, staff provide trains as a group activity. This helps children to recall and remember while sharing their lived experiences. n Support for children with special educational needs and/or disabilities (SEND) is good. Staff use effective observation to make quick referrals for support. They

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need to do better?

work with parents and other professionals to ensure that children get the help that they need. For example, information provided by specialists helps staff to build appropriate interventions into play. This joined-up approach means that children make the best possible progress against their targets. n Staff work hard to build relationships with families. Parents greatly enjoy the monthly stay-and-play sessions that staff organise. They like to see what their children have been doing in pre-school. However, staff do not ensure that all parents are aware of who their child's key person is. This means that some

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need to do better?

8 January 2025 families do not know the important role of the key person working with their children. n Staff encourage the children to behave well. When playing hide and seek, staff remind children to take turns. However, sometimes, staff do not explain why they have asked the children to do something. For example, they do not explain why they should not stand on chairs or why they should wash their hands before eating. This means that children do not always develop an understanding of why behaviours are expected. n Children have lots of opportunities to develop their mathematical skills. Staff introduce children to number from an early age, in appropriate ways. For example, staff encourage children to help them complete a head count. They count to 10 and beyond with confidence. These experiences give children a secure base knowledge of mathematics. n Staff feed back that they very much enjoy working at the pre-school and feel

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need to do better?

part of the organisation's family. A robust supervision programme places great importance on staff well-being and professional development. Staff can access specific training to support them in their role, such as autism awareness. This means that staff can provide children with specific needs the care that they require.

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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 build further on relationships with parents to strengthen the key-person system n support staff to give consistently clear messages so that children know and understand the expectations for their behaviour.

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Setting details

Unique reference number EY539836 Local authority Kent Inspection number 10372591 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 36 Number of children on roll 36 Name of registered person Play Place Child Care Services Limited

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reference number

Telephone number 07552 217286 Date of previous inspection 26 April 2019

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Information about this early years setting

Play Place The Ark is one of a number of settings owned by Play Place Child Care Services Limited. The pre-school registered in 2016 and is located in Dartford, Kent. It is open from 9am to 3pm, Monday to Friday, during term time. There are six members of childcare staff, all of whom hold relevant early years qualifications. The pre-school receives funding to provide free early education to children aged two, three and four years.

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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 the children to learn. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector spoke with the nominated individual about the leadership and management of the setting. n Staff spoke to the inspector about how they support children with SEND. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n Parents shared their views of the setting with the inspector. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the pre-school.

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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

8 January 2025 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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