Hempstead Pavilion Playgroup

Inspection of Hempstead Pavilion Playgroup Hempstead Playing Fields, Gillingham ME7 3RH

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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 and parents are warmly welcomed into this small friendly playgroup. On arrival, staff and parents exchange information about children to make sure they work together to support their individual needs. Children enjoy attending the playgroup. They leave their parents easily, ready to start their day. Children excitedly search out and find their friends to start playing together. They demonstrate good behaviour and an understanding of the expectations of the playgroup. For example, children work together to stand up skittles and then take turns to roll the ball to knock them down. This helps to build their social skills.

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The provision is good

Staff have developed an effective curriculum that takes account of what they want children to learn and be able to do for their next stage in their learning, such as school. They plan the environment to maximise learning and independence, as well as taking account of what interests children. This ensures all children, including children with special educational needs and/or disabilities, are making good progress in their learning. Staff are aware of the different learning styles children have and introduce children to a variety of ways to achieve tasks, such as teaching them different ways to put on their coats. This helps children develop their self- help skills in a way that they choose.

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need to do better?

n Children have the opportunity to explore a wide range of books. Staff place books in each learning area so that children can select them independently. Staff read to children throughout the day, waiting at points for children to join in repetitive phrases. Children use books in their play. For example, they use a recipe book when pretending to make lollipops while role playing with their friends. This helps children develop a love of books and reading. n Staff place a high priority on children's mathematical development. They introduce opportunities for children to see and match written numbers. For instance, children find their slippers in a box with a corresponding number to their coat peg. Staff count the number of children in the group with them and use words such as 'straight' and 'curvy' when playing with the train tracks. These experiences increase children's knowledge and understanding of basic

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need to do better?

mathematics. n Children are developing good language skills. Staff organise the environment to maximise opportunities for them to work with children to extend their vocabulary. They introduce new words, such as 'squidgy' when playing with the dough. However, on occasions, staff do not pause during back-and-forth conversations to allow children time to talk. This prevents children sharing their views and ideas. n Staff help children to develop healthy lifestyles and good hygiene practices. For

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need to do better?

6 February 2025 example, staff offer a range of healthy fruit and vegetables at snack time. Children know that they need to wash their hands before eating. When they decide to have a snack, they go to the sink without being asked. n Staff have a good understanding of child development. They monitor children's progress closely and are quick to identify if children may need extra support. Staff make swift referrals to outside agencies. This means children get the help and support they need to make the best possible progress. n Children are developing good physical skills. Outdoors, they work together and arrange resources to crawl and balance on, such as tyres, crates and planks. Indoors, children enjoy using tweezers to pick up small parts such as pom-poms. This helps them develop their finger muscles ready for early writing. n There is a strong focus on teamworking as well as improving working practices.

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need to do better?

Staff meet daily before the playgroup opens. They share information about the daily intentions for children and what they want them to learn. Staff have regular supervision sessions and attend courses to improve their practice. They report they feel well supported by the management team and have manageable workloads. n Partnership with parents is good. Staff keep parents informed with daily updates and regular written reports about children's progress. Parents are invited in termly for a 'cuppa and a chat' session with staff. This session is organised for staff to update parents on their child's progress. Staff provide them with ideas for experiences they can offer to extend learning at home. The playgroup offers a lending library and resource bags for children to borrow. Parents report they are extremely happy with the care and education their children receive.

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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 interest first.

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should:

n support staff to support children more effectively to understand how to conduct back-and-forth conversations as part of their ongoing language development.

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Setting details

Unique reference number EY543640 Local authority Medway Inspection number 10376247 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 24 Number of children on roll 37 Name of registered person Hempstead Pavilion Playgroup Limited

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reference number

Telephone number 07543 582592 Date of previous inspection 22 May 2019

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Information about this early years setting

Hempstead Pavilion Playgroup registered in 2017 and is located in Hempstead Valley, in Gillingham, Kent. The setting is open Monday to Friday, from 8.30am to 3.30pm, during term time only. It receives funding to provide early education for children aged two, three and four years. The setting employs eight members of staff. Of these, five hold relevant early years qualifications at level 3, one holds a relevant qualification at level 5 and the manager holds qualified teacher status.

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Inspection activities

n The manager and the inspector completed a learning walk together and discussed the early years curriculum. n The inspector and the manager carried out a joint observation and discussed the learning that took place. n The inspector spoke to staff at appropriate times during the inspection. n The inspector observed the interactions between staff and the children both indoors and outdoors. n The inspector spoke with parents and reviewed written testimonials during the inspection.

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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

6 February 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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