Chandlers Chatters Pre-School Playgroup

Inspection of Chandlers Chatters Pre- School Playgroup Brenda Blakemore Community Centre, Davies Close, Rainham RM13 9LJ

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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 provide children with a very calm, homely and inviting environment in which to play. They take care to ensure this pack-away pre-school offers children a welcoming space and exciting opportunities to learn. Children are greeted with genuine warmth and kindness by staff, who are happy to see them. Children demonstrate they are enthusiastic and eager to learn and settle quickly. They leave their parents with ease and become engrossed in the activities offered.

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The provision is good

Managers and staff plan an ambitious curriculum with a focus on encouraging children to become independent and confident communicators. They plan fun and exciting play opportunities to support this. For example, children enjoy following a recipe card when making play dough.

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The provision is good

Children form strong, positive relationships with staff, which help them feel safe, secure and ready to learn. Staff share their expectations for positive behaviour with the children. Staff consistently praise children for their good behaviour and achievements. Children share and take turns, and they are respectful and kind towards others. Parents speak highly about the friendly, welcoming staff and the good progress their children make while attending pre-school. They say how excited their children are to attend.

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need to do better?

n The experienced managers are committed to constantly improving, and providing good-quality care and education. Staff benefit from regular supervision sessions and guidance. The managers understand the importance of continuous professional development and encourage staff to access regular training to improve the quality of the pre-school provision further. n Children are curious about insects and nature. Staff identified this and brought in tadpoles for the children to investigate. Staff remind children of the rules when feeding the tadpoles some algae. Children learn about the life cycle of a frog and new vocabulary such as 'frogspawn' and 'gills'. They point out that some of the tadpoles are growing legs. Children remember their past learning and comment that ''once they have legs they will climb out of the water onto the rock.' n Partnerships with parents are good. Staff share information with parents about

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need to do better?

their children's development. Managers share ideas with parents, such as information regarding toilet training, healthy eating and activities to support learning at home. These partnerships are helping children to thrive. n Children have many chances to develop their independence. For example, they learn to use the toilet, wash their hands and put on their shoes and sun hats. Staff encourage children to build these skills from an early age. Behaviour is positive and children are kind and helpful. Staff support them to resolve any

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need to do better?

19 June 2025 conflicts. Children enjoy regular yoga sessions that support their emotional well- being. n Staff with responsibility for supporting children with special educational needs and/or disabilities are committed to collaborating with parents and other professionals to ensure that children receive targeted support. Staff work closely with local schools to support children's smooth transition on to school, sharing key information and helping children to become familiar with new routines and environments. Parents are actively involved in the process, with staff offering guidance. This helps families feel well prepared for the next stage of education. 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. There is a wealth of opportunities for children to be physically active. The outdoor area provides

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need to do better?

ample space and resources for children. However, on occasion, children have to wait for extended periods before going outside and this can lead to them becoming restless. n On the whole, interactions are strong and staff implement the key-person system effectively. This ensures they know individual children well. Overall, children are supported to engage in a wide variety of fun and engaging experiences. However, on occasion, some of the younger children are not fully supported to take part in the activities on offer and this can sometimes lead to them not being fully involved in their 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 review the organisation of daily routines to ensure waiting times are reduced for children n help staff to extend opportunities for all children to develop greater levels of engagement in the exciting experiences on offer.

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Setting details

Unique reference number EY546122 Local authority Havering Inspection number 10388342 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 26 Number of children on roll 43 Name of registered person Allen, Susan

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reference number

Telephone number 07494301024 Date of previous inspection 8 July 2019

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Information about this early years setting

Chandlers Chatters Pre-School Playgroup registered in 2017. It operates from a shared building in the London Borough of Havering. The pre-school is open on Monday, Tuesday, Wednesday and Thursday from 9am until 2.45pm and Friday from 9am until 12.30pm, during term time only. The provider is in receipt of funding for the provision of free early education for children. There are nine members of staff, all of whom hold relevant early years qualifications at level 3.

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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. n The inspector held a meeting with the manager. She looked at relevant documentation, including evidence of the suitability of staff working in the nursery. n The inspector spoke with staff and children during the inspection. n The inspector took account of parents' views 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

19 June 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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