Jumping Beans, Garratt Park Playgroup

Inspection of Jumping Beans, Garratt Park Playgroup Garratt Park One O'Clock Centre, Siward Road, LONDON SW17 0LA

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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 Requires improvement

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The provision is good

Children are eager to start their day at this welcoming playgroup. Staff are quick to respond to children who are new to the playgroup and a little unsure with lots of reassurance. Staff spend time with children and get to know them when they first start. This helps children to settle quickly and form reassuring bonds with staff. Staff provide a calm environment and implement simple routines to create a safe and consistent experience for children. Children are gaining in confidence.

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The provision is good

Children are provided with a broad curriculum that includes a range of interesting activities and experiences. Overall, these suitably capture children's attention and help children make some gains in their learning. Physical development is supported well at the playgroup. Children enjoy playing in the outside area, riding and racing the bikes, running, and balancing carefully on the equipment. Children have fun exploring the coloured slime as they build their hand muscles. Staff join in with children's play that does not interrupt their fun. For example, children at the role- play area, pretend to go shopping. Staff respectfully ask children if they can join in with their play and model the language children need to play purposefully. This helps to increase children's developing vocabulary.

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need to do better?

n All children, including those from disadvantaged backgrounds and with special educational needs and/or disabilities (SEND), make good progress from their starting points. Staff liaise with other professionals and follow their advice and use this information to provide targeted support for children. n Staff promote children's communication and language skills effectively. Throughout their interactions, they provide a dialogue, repeat words and phrases and introduce new words to extend children's vocabulary. Children talk with confidence as staff listen with interest to what they say. n The implementation of the curriculum is not consistently embedded across the playgroup. Teaching, at times, is rushed as staff become busy helping other children to engage fully in activities. Therefore, children do not have the best possible learning experience. For example, staff support children with their scissor skills to develop their fine motor skills and hand-eye coordination.

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need to do better?

However, staff are distracted by other children's needs. This means, on some occasions, teaching does not deliver the intentions of what staff would like children to learn. n Leaders have established an effective curriculum to enhance children's physical skills. Children develop the strength in their hands as staff teach them how to use tongs and scissors. Outdoors, children practise balancing and using their larger physical skills. Children are able to control their bodies. n Children have opportunities to develop their mathematical skills. They keenly

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need to do better?

15 January 2025 count and recognise numerals. Staff encourage mathematical language as they explain to children which is 'heavier'. Children eagerly recognise shapes and problem solve as they complete jigsaws. This supports all children to develop their mathematical awareness. n Generally, children behave well. Staff are positive role models. They guide children's behaviour through gentle reminders, such as 'kind hands' and reminding children 'my turn, your turn' when encouraging sharing. However, staff do not take all opportunities to support children's understanding of this and explain why these behaviours are not acceptable. They do not consistently use strategies for children to understand how some actions impact on others. n Partnerships with parents are effective at this playgroup. Parents comment that children are happy to attend, staff are friendly, and they feel supported as a whole family. They see their children making progress and receive information

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need to do better?

daily about what children have been doing and how they can support learning at home. They comment how they feel part of a community and are eager to help with fundraising for the playgroup. This supports continuity of care and learning for children. n Staff work well as a team. Leaders show a high regard for staff well-being, ensuring they feel supported and appreciated, which helps them in fulfilling their roles and developing their practice. Staff attend training to improve their knowledge and skills further. For example, following recent training to enhance children's communication and language, staff use signs and gestures to support children's developing language skills.

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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 enhance the consistency of teaching so that all children benefit from highly effective implementation of the curriculum n help staff to support children's understanding of behavioural expectations and boundaries to further promote their self-regulation.

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Setting details

Unique reference number EY284330 Local authority Wandsworth Inspection number 10341013 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 20 Number of children on roll 16 Name of registered person Jumping Beans Garratt Park Playgroup

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reference number

Telephone number 0208 9477 318 or 07503994183 Date of previous inspection 1 February 2024

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Information about this early years setting

Jumping Beans, Garratt Park Playgroup registered in 2008. It is located in Garratt Park in Tooting, in the London Borough of Wandsworth. The playgroup is open each weekday, from 9am to 12pm, during term time only. The playgroup employs three staff including the manager, who holds a level 5 qualification, and two staff hold a level 3 qualification.

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Inspection activities

n The inspector carried out a learning walk with the manager. The inspector assessed the impact of the quality of staff interactions and the learning opportunities they provide children. n The inspector viewed the indoor and outdoor learning environments. n The manager shared written documentation for the inspector to review. This included suitability of staff working with the children. n The inspector spoke to the manager, children, parents and staff at convenient times and considered their views. n The manager and inspector carried out a joint observation of a planned focus activity on supporting children to develop their language skills.

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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

15 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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