Game Time Play Time Ltd

Game Time Play Time Ltd

Unique reference number (URN): 2725219 Address: The Warehouse 43, Daws Lane, Mill Hill, London, NW7 4SD Type: Childcare on non-domestic premises Registered with Ofsted: 04/08/2023 Registers: EYR, CCR, VCR Registered person: Game Time Play Time Ltd

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Safeguarding standards not met

Leaders have not ensured that there is an open and positive culture around safeguarding. This puts children at significant risk of harm.

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Safeguarding standards not met

Leaders have failed to ensure the safeguarding and welfare requirements are met at all times to assure children's safety and welfare. They have not acted with sufficient urgency to address safeguarding concerns. Leaders do not consistently implement effective safer recruitment procedures to ensure that all staff working with children are suitable. They have not ensured that staff who have lead responsibility for safeguarding have received appropriate training and support to enable them to fulfil their roles and responsibilities effectively. They do not maintain an effective oversight of safeguarding practice and do not offer appropriate training to ensure that all staff understand and are confident to implement safeguarding policies and procedures.

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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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Achievement Needs attention

Children, including those that face barriers to their learning or wellbeing, do not achieve as well as they could. They do not hear high-quality language and do not have the encouragement they need to use language as they play. Children who need targeted support with concentration and focus are not effectively engaged. Children spend long periods playing alone without purposeful adult guidance. For example, in the soft-play area, children run around without adult input to extend their thinking or imagination. They do not learn how to play safely and appropriately. Children's play quickly becomes boisterous and challenging, causing the activity to end. Children do not have the opportunities they need to learn the skills they need for their next stage of education.

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Behaviour, attitudes and establishing routines Needs attention

Staff do not apply behaviour management strategies consistently. For example, they do not help children to learn how to share and take turns with resources. When disagreements do occur, staff are slow to intervene and do not offer explanations, alternatives or guidance to help children understand how to resolve the situation effectively. Leaders and staff do not implement consistent rules and boundaries to help children to understand what is expected of them and to establish positive habits for future learning. There are some routines in place for children, but staff do not implement these consistently. This causes confusion for children who cannot anticipate what will happen next and why. This lack of structure limits their understanding of taking part and does not reinforce the importance of healthy habits.

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Behaviour, attitudes and establishing routines Needs attention

Staff's interactions with children are mostly warm and appropriate. Children play alongside one another and enjoy each other's company but occasionally become frustrated due to the limited support they receive in managing their behaviour. Staff are not always positive role models for children to understand how to collaborate and cooperate with each other.

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Curriculum and teaching Needs attention

Leaders' proposed actions to develop a curriculum lack sufficient detail and purposefulness to make the necessary improvements to support children's learning and development. Leaders do not ensure that staff have the skills, knowledge or expertise needed to fully understand children's learning needs, including children who face barriers to their learning or wellbeing, or to plan a curriculum that motivates and engages them. The curriculum provides limited opportunities for children to experiment, explore and develop their ideas. Key areas of learning, such as mathematics, are not consistently covered, and children do not hear the breadth of vocabulary or communication needed to support their language development. Leaders have not established systems to monitor practice or assess children's progress.

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Curriculum and teaching Needs attention

Children frequently lose focus due to a lack of staff support as well as the limited range and poor quality of resources. Play resources consist mostly of single-purpose toys that do not promote creativity, problem-solving or essential early learning skills. Staff gather some information from parents. However, this does not enable staff to plan purposeful activities that support every child to make the progress they are capable of.

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Inclusion Needs attention

Leaders have failed to take effective action to reduce barriers to children's learning and wellbeing. They have only recently begun to take steps to identify and assess children's needs. They have failed to ensure that staff receive the necessary training and support to ensure they have the skills and knowledge they need to meet children's individual needs. Staff do not have a clear understanding of processes to access external professional support for children and their families.

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Inclusion Needs attention

Leaders do not ensure that children's individual needs are accurately identified or effectively supported. Information gathered from parents lacks sufficient detail, and staff have only a limited understanding of what children know, can do and need to learn next. As a result, staff cannot plan purposeful support or make appropriate adjustments to ensure all children are included. Leaders do not maintain effective oversight of the curriculum or its impact on all children's learning and development. Planning lacks clear intent, is inconsistently implemented, and does not provide the support for all children to make the progress they are capable of. Leaders lack a secure understanding of early years pupil funding and how to use it effectively to support children's learning and development.

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Children's welfare and wellbeing Urgent improvement

Children have limited opportunities to develop independence, responsibility and self-help skills. Staff do not follow the few routines that are in place to help children understand the sequence of the day and manage their time. For example, handwashing routines before snacks and mealtimes are not always appropriate. Children use wet wipes while sitting on the floor. This does not promote children's welfare or wellbeing through good hygiene practices that support the development of essential self-care skills. In addition, the lack of predictable and well-structured routines means children do not benefit from the emotional security and reassurance that consistent daily practices should provide.

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Children's welfare and wellbeing Urgent improvement

The outdoor play space is poorly planned and resourced. Larger play materials are placed in a small, confined area, restricting children's movement. Consequently, the environment does not promote children's physical development, healthy mobility, or enjoyment of outdoor learning.

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Children's welfare and wellbeing Urgent improvement

Staff do not plan effectively to build meaningful or secure attachments with children. During the settling-in period, children are left to engage in free play with minimal interaction from their key person. Weak communication from staff does not support children's language development or promote emotional security.

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Leadership and governance Urgent improvement

Leaders have made significant changes to how they operate the setting. These changes have affected the day-to-day running of the setting and highlighted several concerns about the quality and consistency of the quality of care and education for children that attend. Leaders demonstrate a limited understanding of the early years foundation stage (EYFS) and their responsibilities for meeting statutory requirements and children's needs. They are unable to identify where improvements are required and do not act fully on advice provided by other agencies.

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Leadership and governance Urgent improvement

Leaders' decision-making does not prioritise children's needs or wellbeing. The environment, childcare and curriculum require substantial improvement and do not meet the expectations of the EYFS. Leaders do not demonstrate a secure understanding of suitability requirements or the expectations of key roles, including the manager, designated safeguarding lead and special educational needs coordinator. They have not planned appropriate training or support for newly appointed staff, which undermines staff confidence and wellbeing. As a result, children do not receive consistently safe, informed or effective support, and their individual needs are not reliably met.

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Compulsory Childcare Register requirements

This setting has not met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has not met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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

Weaknesses in the safeguarding and welfare requirements mean that children's safety and wellbeing are not assured. Children initiate their own play using the limited available resources. For example, children begin playing enthusiastically in the role-play kitchen. However, they frequently lose interest due to the limited resources available. Staff are unable to provide children with appropriate guidance to help them understand and regulate their emotions, behaviour or interactions with others. Instead, staff frequently stop play without offering meaningful alternatives. This results in repeat behaviours that at times cause distress to the children involved. This does not support children's wellbeing, emotional development, or their ability to learn how to manage behaviour positively.

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

Children's starting points are not clearly understood because the information collected from parents and through observation is limited and does not inform a purposeful or stimulating curriculum. Staff do not effectively promote children's independence. For example, children are not encouraged to make choices at snack or mealtimes or to pour or serve food themselves. In addition, routines that should help children embed their learning and develop independence are inconsistent and insufficiently supported by staff.

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

Children learn alongside their peers. However, this is limited because children frequently lose interest in what is available to them. The play materials mostly consist of single-function toys that offer minimal opportunities for creativity, problem-solving, or the development of essential early learning skills. In addition, children have access to dolls that are not age- appropriate or promote a positive, inclusive message.

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

Children's attendance is monitored by staff, and an attendance policy is in place. However, staff do not consistently understand the safeguarding implications of absence. This lack of awareness does not support the effective protection of children.

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Next steps

The provider is not meeting the requirements of the Early years foundation stage and Childcare register and Ofsted intends to take enforcement action.

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Next steps

We will issue a Welfare Requirements Notice requiring the provider to have taken the following actions by the assigned date:

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understanding and skills

To meet the requirements of the Early years foundation stage and Childcare register 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, manager, designated safeguarding lead and special educational needs coordinator 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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Address:

The Warehouse 43 Daws Lane Mill Hill London NW7 4SD

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Game Time Play Time Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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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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2 to 3

We carried out this inspection as a result of a risk assessment, following information we received about the provider. The provider will be able to give parents further information about this.

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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

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk . Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

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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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