St Philip And St James Playgroup

Inspection of St Philip And St James Playgroup St. Philip and St James Playgroup, Kings Road, Fleet, Hampshire GU51 3AR

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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 Outstanding

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The provision is good

Children and parents are warmly welcomed by friendly staff, who take a genuine interest in every child's well-being. All staff place a strong emphasis on building secure, trusting relationships with children. They gather key information from parents before children start. This is used effectively to help new children settle quickly and with confidence. Children are given meaningful opportunities to share their ideas and showcase their creations, knowing staff will respond with genuine enthusiasm. This helps children feel safe, valued and motivated to explore the stimulating indoor and outdoor learning environments.

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The provision is good

Children, including those with special educational needs and/or disabilities, benefit from an ambitious curriculum tailored to their interests and developmental needs. At the start of a new term, for example, staff prioritise children's personal, social and emotional development. Older children display an understanding of rules and boundaries. When reminders are needed, staff intervene sensitively. Younger children learn well from their older peers, developing friendships and playing cooperatively together.

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The provision is good

Children thrive outdoors in the fresh air, where staff's enthusiasm for nature is evident and infectious. They demonstrate high levels of curiosity and intrigue, as they investigate insects in the garden or experiment with creating the most bubbles using wands and soapy mixture. Younger children show a growing love for books, as they listen attentively to stories brought to life by expressive staff. Across the provision, children receive a high quality of education and care, which enables them to make strong and sustained progress.

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need to do better?

n Experienced and knowledgeable leaders support staff in swiftly identifying children with additional needs and ensuring timely referrals to external professionals. Staff skilfully adapt their practice and provide targeted support to meet these children's needs. In this way, all children are fully included and actively involved in pre-school life. Leaders also work with professionals to ensure these children are equipped for their move to school. n Developing children's communication and language skills is a strong focus across the provision. Staff enrich conversations by introducing new vocabulary in context. Older children eagerly ask questions to make sense of the world, with staff responding clearly and thoughtfully. Children confidently recall and apply vocabulary that they have previously heard. For instance, while they play in the outdoor construction area, older children place a barrier at the entrance and

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need to do better?

explain 'these are cones to protect everybody'. Such moments demonstrate how children are developing into competent communicators.

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need to do better?

11 September 2025 n Mathematical concepts are woven into children's everyday experiences and activities. For example, while role-playing building different rooms in a pretend house, skilful staff introduce measuring with a metre ruler. They encourage children to pay close attention to the numerals and what they mean. Children are then inspired to use the metre ruler independently and talk about the increasing numbers. Similarly, younger children learn early mathematical language, such as 'full' and 'empty' while filling and emptying containers with sand. In this way, children steadily develop good mathematical knowledge and understanding. n Staff thoughtfully plan a wide range of enjoyable activities that promote children's learning and development. They observe how children access the curriculum and adapt it when needed. For instance, staff model recording the different insects they find in the garden and write the number to represent the

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need to do better?

quantity of each. However, on occasion, staff do not fully make the most of spontaneous opportunities during children's play to extend their existing knowledge and challenge children's thinking further. n Leaders support staff effectively, who are very happy in their roles. Staff generally work well as a cohesive team, and most routines run smoothly throughout the day. However, at times, such as during 'rolling' snack, organisation is less effective. For example, some staff leave group interactions to assist at the snack table, even though other staff are already there. This can disrupt children's play, affect their understanding of what is happening and reduce opportunities for them to remain fully engaged in learning experiences. n Parent partnerships are strong and highly effective. Parents feel listened to and supported by dedicated leaders and staff. Communication is open and regular, with updates on their children's progress shared consistently. Parents speak

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need to do better?

warmly of the 'special book' that staff carefully compile, which includes photographs of their children taking part in activities at the pre-school. Staff also offer parents guidance and practical suggestions for learning at home, which helps parents support their children's development. This collaborative approach effectively supports continuity in children's education and care. Parents especially value the progress children make in their independence and speech since attending the pre-school.

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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:

11 September 2025 n enhance staff's teaching skills to consistently recognise and act on spontaneous moments in children's play, to further extend and challenge children's thinking n strengthen the smooth running of everyday routines so that all opportunities for children's learning are maximised and children fully understand what is expected of them.

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Setting details

Unique reference number EY346347 Local authority Hampshire Inspection number 10399359 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 40 Number of children on roll 34 Name of registered person Hampshire Playgroup Ltd

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reference number

Telephone number 07787 196981 Date of previous inspection 28 November 2019

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Information about this early years setting

St Philip And St James Playgroup registered in 2007. It operates from St Philip and St James Church in Fleet, Hampshire. The pre-school is open each weekday during school term-time only. It runs from 9.15am to 2.45pm, except on Wednesdays when it closes at 12.45pm. There are seven members of staff, all of whom hold relevant qualifications at level 3 or above. The pre-school receives funding to provide free early education for children aged three years.

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Inspection activities

n One of the managers and inspector completed a learning walk together of all areas of the pre-school and discussed the early years curriculum. n Children spoke with the inspector during the inspection. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n Staff spoke to the inspector about how they support children with special educational needs and/or disabilities. n The inspector and the managers carried out a joint observation of a group activity. n Parents shared their verbal and written views of the pre-school with the inspector. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the pre-school.

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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

11 September 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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