Play Place Little Angels

Play Place Little Angels

Unique reference number (URN): 957401 Address: Sanderstead Methodist Church, Limpsfield Road, Sanderstead, South Croydon, CR2 9EF Type: Childcare on non-domestic premises Registered with Ofsted: 31/08/2001 Registers: EYR Registered person: Play Place Child Care Services Limited

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Behaviour, attitudes and establishing routines Expected standard

Staff have established a friendly atmosphere where children understand how to behave. Children follow simple requests to line up to wash their hands before mealtimes and play harmoniously with one another throughout the day. Staff model to younger children how to take turns as they play. Older children are kind and caring. They show empathy towards younger children who are upset by getting them their favourite comfort toys.

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Behaviour, attitudes and establishing routines Expected standard

Children's key persons are positive role models and support children's interactions so they learn how to share and get along together. Staff use puppets to embed the nursery rules in a fun way that children understand. They are vigilant and quick to respond to incidents to explain how certain behaviour might make another child feel.

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Behaviour, attitudes and establishing routines Expected standard

Leaders monitor attendance and continue to encourage the importance of attendance, particularly for those children with special educational needs and/or disabilities (SEND). Leaders have adapted the environment to enable groups of children with SEND to focus on sensory learning experiences in a calm room to support their emotional regulation.

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Children's welfare and wellbeing Expected standard

Staff have established warm, open communications with children and their families. The team shares information with one another about how different children are feeling and what information parents have shared. This ensures that children receive the emotional support they need. Staff are responsive to children's needs and readily offer comfort and reassurance. As a result, children demonstrate that they feel safe and secure. Staff support children's emotional development by teaching them to recognise, name and express their emotions with the use of emotion visuals.

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Children's welfare and wellbeing Expected standard

Parents comment on how their children enjoy coming to nursery. Leaders work in partnership with families to ensure they are aware of and can monitor children's welfare and wellbeing. This means that children are well cared for.

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Children's welfare and wellbeing Expected standard

Leaders share nutritional guidance with families to ensure all children are provided with a healthy packed lunch, and they talk to children about making healthy choices. Staff follow good hygiene practices and promote children's independence, such as encouraging them to put their shoes on and aprons away. Children have daily access to the outside and walk to

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Needs attention

the local woods, supermarket and pet shop to learn about nature and how to take care of pets.

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Achievement Needs attention

Children do not achieve the breadth of knowledge and skills in mathematics to be suitably ready for school. Children do not always focus on and sustain concentration when engaging in all tasks. They play with the toys and resources that interest them but activities do not engage them well enough to persevere to achieve a goal. This means they do not make suitable progress.

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Achievement Needs attention

Groups of children with special educational needs and/or disabilities do not make secure progress in their communication and language from their individual starting points.

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Achievement Needs attention

Children recognise their names, join in with singing and listen to stories. They use good manners, take turns and get along with their peers.

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Curriculum and teaching Needs attention

Staff do not implement a broad curriculum to enhance children's learning. Mathematics is not planned for or taught in sequence. Much of the children's learning in this area happens by chance, and staff are unaware of the gaps in children's mathematical knowledge. They do not assess what children know and can do to enable them to plan activities that build on children's mathematical skills and knowledge.

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Curriculum and teaching Needs attention

Staff do not encourage children's use of language or build on their existing vocabulary. During interactions, staff do not always use enough open-ended questions to encourage back and forth conversation or model full sentences to children. As a result, children, including those with special educational needs and/or disabilities (SEND), do not make steady progress in their communication and language from their starting points.

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Curriculum and teaching Needs attention

Although some adaptations are made to teaching children with SEND, like the addition of sensory play, in small-group times, staff do not use the advice they receive from other professionals to inform the planning of the curriculum. This means that children with SEND do not consistently receive the support they need.

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Curriculum and teaching Needs attention

Children have access to a range of mark-making opportunities to practise their early writing skills. They are encouraged to recognise their name in different contexts, such as when they hang up coats on their pegs and at snack time. This helps to support their emerging literacy skills.

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Inclusion Needs attention

Children who have been identified as having special educational needs and/or disabilities (SEND) are not consistently supported to make progress based on their individual needs. Although leaders seek advice from the local authority inclusion team, not all staff act on professionals' advice or implement the specific targets and strategies they set to support children with SEND. Furthermore, leaders do not share children's targets with families, and parents comment that they are unclear on how to further support their child at home. Therefore, the needs of children with SEND are not consistently met.

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Inclusion Needs attention

Some staff are accessing specialist training to extend their knowledge of how to support children with SEND. Leaders use additional funding to make adaptations to the environment, and resources have been bought to aid children's sensory experiences in a calm room. While children with SEND enjoy small-group time in this space, staff do not support their specific targets around social communication and developing speech and language to ensure they make progress in these areas.

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Leadership and governance Needs attention

Leaders do not ensure children benefit from a high-quality curriculum. Inconsistencies in planning ambitious learning, especially in mathematics and communication and language, limit children's progress. This negatively impacts children's achievement levels, so they are not fully prepared for school.

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Leadership and governance Needs attention

Although staff attend training to further their qualifications, they do not access professional development opportunities to enable them to support children's learning so that they make steady progress across all areas. Leaders carry out regular supervisions and support staff wellbeing.

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Leadership and governance Needs attention

Leaders are beginning to evaluate inclusion as an area for development with actions focused on resourcing and adaptations to the environment. They use funding effectively to provide resources for children with special educational needs and/or disabilities.

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What it's like to be a child at this setting

Staff do not plan the curriculum effectively, especially for mathematics and communication and language. They do not consider what they want children to learn to build on their existing knowledge. This results in children not making secure progress.

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What it's like to be a child at this setting

Inconsistent quality interactions do not adequately support children's developing communication and language skills. Staff do not engage children in enough conversation or use open-ended questions to promote language. This means that children do not receive adequate support to make progress from their starting points. Planned-for opportunities for children to develop and achieve age- and stage-appropriate mathematical knowledge and skills are limited.

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What it's like to be a child at this setting

Children enjoy positive attachments with their key person, which provides them with a sense of belonging and means they confidently express their needs. Staff support children to resolve minor conflicts positively, so they know how to play cooperatively and share. Children enjoy dressing up in the role-play corner and playing with cars and trains. Their fine motor skills are developed as they manipulate play dough, use tweezers and access a variety of resources to mark make.

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What it's like to be a child at this setting

Daily routines embed healthy hygiene habits. Leaders share guidance with parents to further their understanding of providing nutritious packed lunches so children are able to make healthy food choices. Staff enable children to develop their independence by encouraging them to serve themselves and clear away their plates. Children enjoy playing outdoors, where they ride on trikes and play in the mud kitchen.

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What it's like to be a child at this setting

Families feel welcomed and contribute to cultural celebrations like Chinese New Year and Diwali. This helps to ensure that children's uniqueness is valued. Staff have strategies in place to monitor children's attendance and wellbeing. They check with parents when children do not attend.

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Next steps

To meet the requirements of the Early years foundation stage the provider must take the following actions by the assigned date:

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About this inspection

The inspector spoke with the nominated individual, the manager, the deputy manager, the designated safeguarding lead, the special educational needs coordinator, and staff during the inspection.

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About this inspection

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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About this inspection

A quality assurance visit by an additional inspector was carried out at this inspection.

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Address:

Sanderstead Methodist Church Limpsfield Road Sanderstead South Croydon CR2 9EF

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Play Place Child Care Services Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 15:00

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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