FIG Playgroup And Playscheme

Inspection of FIG Playgroup And Playscheme 90 Taunton Road, Harold Hill, Romford, Essex RM3 7SU

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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 create a warm, welcoming environment that helps children feel safe and secure. Staff know their key children well and are tuned in to support their emotional needs. Staff are very caring and form strong bonds with children. They have high expectations for children's learning and behaviour.

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The provision is good

Leaders have created a curriculum to stimulate all children in their learning. Staff support activities that are based on children's interests and that enhance school readiness. Children thoroughly enjoy their time in the setting. They explore their environments with confidence. They happily handle the minibeasts in the garden and talk about how the worms move around.

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The provision is good

The nursery environment is spacious, bright and engaging. Staff develop areas to support children's learning and love of nature. For example, together with support from the local community and parents, the leaders have raised money to develop a forest area within the grounds of the nursery. Children enjoy spending time listening to stories, shovelling soil and leaves, feeding the wildlife and looking for fairies in the woodland.

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The provision is good

Parents speak extremely positively about the setting. They praise the staff for the relationships they make with their children and the support they offer to their families.

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need to do better?

n The management team is reflective and evaluates the ongoing performance of the nursery. Staff benefit from regular supervision discussions, staff meetings and training opportunities. There is a strong emphasis on promoting staff well- being, and staff say they feel very supported. Staff retention is good, which contributes to the positive relationships between staff and children. n Supporting children's communication and language is a key feature of the nursery. Children have opportunities to hear clearly spoken, repeated language as staff narrate children's play. Children with special educational needs and/or disabilities (SEND) are supported well. Staff with responsibility for supporting children with SEND are committed to collaborating with parents and other professionals to ensure that children receive targeted support. n Children have many opportunities to develop their independence. For example,

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need to do better?

they learn to use the toilet, wash their hands and put on their coats and shoes. Staff encourage children to build these skills from an early age. Interactions between staff and children are strong. Staff demonstrate that they know the children and their families very well. Parents report that staff keep them well informed about what their children are doing at the setting and that their

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need to do better?

26 March 2025 children make good progress in their learning and development. n Children are supported to understand how to keep themselves healthy and safe. For instance, staff promote healthy eating at snack times and provide parents with information on providing healthy lunch boxes. Children have a wealth of opportunities to be physically active. The outdoor areas provide ample space and resources for children. n Behaviour is positive and children are kind and helpful. They listen and respond eagerly to instructions. Children help each other. For example, they work cooperatively to fill up bird feeders and share ideas on where to hang them. Staff encourage children to follow the nursery rules. They remind children to walk inside and to find a partner to walk to the forest with safely. n On the whole, children benefit from meaningful learning across the early years foundation stage curriculum. During planned targeted activities, staff use

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need to do better?

different teaching techniques to assess children's knowledge and understanding. However, there are occasions when staff do not always consider ways to adapt their teaching for children at different stages of development. n Staff plan stimulating activities that generally sustain children's interest well. For example, children explore making bird nests with dough, straw and feathers, and staff share books about bird habitats during an Easter-themed activity. However, staff do not always fully support all children during group times. On occasion, the teaching is pitched too high. Some younger children become restless and are not fully engaged in learning.

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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 continue to strengthen staff's confidence with teaching techniques to help them extend children's learning beyond what they already know and can do n organise and plan adult-led activities so all children can fully engage in learning.

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Setting details

Unique reference number EY432527 Local authority Havering Inspection number 10380290 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 60 Number of children on roll 49 Name of registered person The Family Information Group Committee

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reference number

Telephone number 01708378141 Date of previous inspection 4 June 2019

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Information about this early years setting

FIG Playgroup and Playscheme registered in 2011. It operates in Harold Hill, in the London Borough of Havering. The playgroup is open each weekday from 8.30am to 3pm during term time and from 10am to 3pm during the school holidays. The playgroup has nine staff, of whom seven have a qualification at level 2 or above. The playgroup provides funded early education.

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Inspection activities

n The manager discussed with the inspector how staff organise and plan the curriculum, environment and experiences for children during a learning walk. n The inspector observed the quality of education during activities, indoors and outdoors, and assessed the impact on children's learning. n The manager and the inspector evaluated children's learning together in all the rooms. n The inspector held a meeting with the management team. She looked at relevant documentation, including evidence of the suitability of staff working in the nursery. n The inspector spoke with staff and the children during the inspection. n The inspector took account of parents' views, which were gathered 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

26 March 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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