Lexham Gardens Playhouse

Report for childcare on domestic premises

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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 Inadequate

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The provision is good

Staff warmly greet children and families on arrival. Children settle well in this welcoming and homely environment. They arrive with big smiles and are eager to explore the many exciting activities staff plan for them. Staff carefully consider the learning environment, ensuring all children engage in a wide range of activities. Leaders have devised a curriculum that builds on children's interests. For example, children are curious about melting ice and what happens when they add salt and water. They enjoy running and playing chasing games outdoors. They go on a hunt for minibeasts, having fun trying to find them. This supports both their physical skills and knowledge and understanding of the world around them. Leaders ensure that the curriculum is ambitious and challenging for all children. This means that all children, including children with special educational needs and/ or disabilities (SEND), make the best possible or good progress in their overall development.

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The provision is good

Staff support children's emotional well-being by offering reassurance when children need it. They interact warmly during care routines and rest times. Staff encourage children to learn new knowledge and skills and use praise to celebrate children's achievements. Children learn to behave in positive ways as they get consistent and encouraging praise from staff. Staff listen actively and repeat back what they think children are asking for. This helps children to feel heard and respected.

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need to do better?

n Since the last inspection, leaders have worked hard to make changes in the setting. The provider has notified Ofsted of all adults working on the premises. They have made changes to the curriculum and the role of the key person. Furthermore, staff continually follow good hygiene practices. This has had a positive impact on keeping children safe. Also, on teaching and learning across the setting. n Staff take time to get to know children individually. Staff use observation and assessment well, to identify what children need to learn next. They use this information to plan one-to-one and group activities that meet their individual needs. Any gaps in learning are quickly identified and appropriate strategies put in place to support. n Partnerships with parents are good. Regular communication with parents helps key persons support children's learning. Parents report that staff are friendly and caring, and they can see how their children have progressed since starting at the

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need to do better?

setting, particularly with their language and social skills. n Children behave well and are curious to learn. They build positive relationships with their friends and staff. They focus well on activities. Children are kind to one another and support each other when they need it. However, some routines and transitions are not always well managed by staff. This can lead to some children

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need to do better?

2 July 2025 not always being engaged in their learning and becoming restless. n Children learn to be healthy. They know they need to wash hands before eating food and when coming in from outdoors. They have a variety of healthy and nutritious snacks and home-cooked meals. Staff provide daily physical challenges and plan a sports day so children can show off the new skills they have learned. n Children have a wide range of opportunities to develop their independence and self-care skills. They are learning to manage their own personal needs, such as going to the toilet and wiping their noses. However, some routines such as lunchtimes do not always fully support this and staff can step in and do tasks for children, instead of encouraging and supporting children to develop these skills. n Staff and leaders meet regularly to discuss well-being and identify strengths and areas for development. These are acted on swiftly by leaders to continually

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need to do better?

improve practice and are monitored to ensure that there is a positive impact on the children and staff. n Leaders and staff support children with SEND and those who may need extra support well. They work with professionals and use strategies recommended by them to support children. Staff work closely with parents to ensure there is good communication.

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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 consider transitions throughout the day to support children to remain fully engaged n support staff's understanding of supporting children's independence skills continually throughout the day.

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Setting details

Unique reference number EY431892 Local authority Kensington and Chelsea Inspection number 10405054 Type of provision Childcare on 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 17

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reference number

Date of previous inspection 28 February 2025

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Information about this early years setting

Lexham Gardens Playhouse registered in 2011. The setting operates from domestic premises and is open Monday to Friday, from 9am to 3pm, during school term times. The setting offers before- and after-school care and holiday provision for children under five years. The setting is closed for the month of August and two weeks at Christmas. The setting provides government funded early education. The setting employs five members of childcare staff. Of whom, four hold relevant childcare qualifications from level 3 to level 6.

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Inspection activities

n The manager led the inspector on a learning walk and told the inspector about what they want children to learn at the setting. n The inspector viewed the provision and discussed the safety and suitability of the premises. n The manager and the inspector carried out a joint observation. They looked at how well staff teach and what they want children to learn. n Staff, leaders and the manager spoke to the inspector throughout the day. n The inspector observed the children at play in the setting. n The inspector spoke with parents and carers and gathered their views about their experiences of the setting. n Children spoke to the inspector during the inspection. n The inspector looked at documentation relating to the suitability of those working with children, such as evidence of first-aid training and Disclosure and Barring Service checks. n The inspector accompanied the staff and children on an outing to a local park.

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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

2 July 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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