Play B C Preschool

Play B C Preschool

Unique reference number (URN): EY551720 Address: Elm Grove Hall, Butter Hill, Wallington, SM6 7JD Type: Childcare on non-domestic premises Registered with Ofsted: 31/08/2017 Registers: EYR Registered person: Play B C Preschool Ltd

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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

All staff have high expectations of children's behaviour and attitudes to learning. These expectations are commonly understood by staff, parents and children. Staff take action to support children who need extra help to feel emotionally secure and safe. They consider children's individual needs to adjust routines to help them feel ready to learn. Staff teach children to be kind to others so that children play happily alongside one another.

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Behaviour, attitudes and establishing routines Expected standard

Staff consider how to teach children focus and attention skills, including those with gaps in their learning. Staff consider the individual needs and circumstances of children and actively work with other agencies to serve children's best interests. Children play cooperatively with one another, and staff give praise to reinforce children's positive behaviour. All children behave positively.

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Behaviour, attitudes and establishing routines Expected standard

Leaders have identified that some children and families need more support to help promote attendance and punctuality. They use effective tracking of attendance to anticipate and prevent children from being absent and falling behind in their learning. Staff communicate policies to parents effectively so that everybody is clear on policies that promote attendance. Staff provide information for parents about the links between children's attendance and the impact this has on their learning.

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Achievement Needs attention

Children with special educational needs and/or disabilities do not always understand what to do or how to answer questions as not all staff use the specialist approaches outlined in the curriculum. While some children engage in positive and useful interactions with staff, they do not all benefit from the same high-quality teaching of communication skills from all staff. This impedes the ability of children, including those with barriers to their learning, to be well prepared for school.

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Achievement Needs attention

Children enjoy taking part in activities across the 7 areas of learning and development. Staff find out what they know and can do and plan activities that help them to work on skills. Children benefit from the work leaders do to help their families understand their learning. This helps children to extend their learning at home. This includes children whose families face barriers to communicating with the pre-school.

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Children's welfare and wellbeing Needs attention

Staff do not consistently implement policies that encourage children to play outside. Children do not all have sufficient opportunities to take risks and meet challenges as they play outdoors with their friends. This limits children's ability to develop positive attitudes to exercise.

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Children's welfare and wellbeing Needs attention

Staff create a safe and welcoming environment where children can socialise. Children enjoy playing with their friends. Staff role model effective ways to resolve conflict and be kind. They form strong attachments with individual children that help them feel secure. Children feel comfortable to speak to key staff about life events or worries. They learn to recognise and express emotions in healthy ways.

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Children's welfare and wellbeing Needs attention

Staff support children to make healthy choices about food and hygiene practices. Staff reinforce children's good manners at key times during the day, for example mealtimes. Staff adapt routines to support children who need additional help to feel settled. Staff consider children's experiences at home when bringing children into the pre-school. For example, they find out about children's eating and sleeping habits. Staff are flexible when children need to rest or eat at different times. Children feel a strong sense of security and safety.

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Curriculum and teaching Needs attention

Leaders attempt to create a curriculum that is designed to support children's development both inside the pre-school and outdoors. Staff observe children and assess their development and achievements, outlining skills that children need to learn next. Leaders have a vision for high-quality interactions across the pre-school to promote children's learning across all areas. However, staff implementation of the curriculum and their teaching are not consistent. Leaders' ambitions for improving this are appropriate. However, the plans for implementing these are not yet clear. It is too soon to determine the impact of this work.

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Curriculum and teaching Needs attention

Leaders support staff to focus on children's emotional and social development. This helps children to feel safe and ready to learn. The curriculum recognises and celebrates diversity and helps children to reflect on what makes them unique.

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Curriculum and teaching Needs attention

Staff support children to develop skills such as counting and measuring. Children enjoy exploring different containers and objects and solving problems. Staff give children praise and encouragement. Children feel excited to share their new knowledge with others.

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Inclusion Needs attention

Leaders have not ensured that all staff consistently adapt their teaching appropriately. For example, leaders know the strategies they want staff to use for all children to support language development. However, they do to not provide enough support for staff to be able to use these strategies consistently and confidently. This limits the progress of some children, including those with special educational needs and/or disabilities (SEND). Leaders identify children who may need additional help from external partners to support learning. However, not all staff are able to adapt these strategies to support children's learning.

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Inclusion Needs attention

Staff identify when children are developing at different rates. They consider children's emerging and changing needs when planning routines and selecting age-appropriate resources. Staff with responsibility for children with SEND receive training on different approaches to support them. These staff deliver strategic support to children. Leaders ensure that disadvantaged children receive additional resources they need to support their learning.

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Inclusion Needs attention

Leaders have reflected on their approach to sharing what children know and can do with parents and carers. They have introduced more detailed practices for identifying next steps. This helps parents to understand the skills that children are working on and extend their learning at home.

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Leadership and governance Needs attention

Leaders have taken steps to focus on areas of development at the pre-school. However, these plans lack precision. For example, opportunities for staff to develop their teaching of speaking skills are not yet clear. Actions to improve opportunities for children to develop physical skills are not sufficiently targeted. Not all staff are yet able to carry out their roles successfully to support children's learning in these areas.

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Leadership and governance Needs attention

Overall, leaders make decisions in the best interests of children. This includes working with parents to understand the individual care needs and routines of children. They consider the additional support disadvantaged children may need to access the curriculum.

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Leadership and governance Needs attention

Leaders organise professional development opportunities for staff. Staff who have received training to support children with special educational needs and/or disabilities use this knowledge to plan additional support for children. This helps children to develop their focus and attention skills.

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Leadership and governance Needs attention

Leaders carry out regular supervisions with staff to identify any issues or concerns regarding their workload. They have suitable induction processes to help new staff to understand their roles and responsibilities. Staff report that they enjoy working at the pre-school.

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

Leaders have a vision for how they want staff to interact with children. They plan strategies for staff to use to support children with special educational needs and or disabilities (SEND). However, approaches to teaching communication skills to all children are not yet fully embedded. While leaders have identified plans to improve this, these plans are in the early stages, and it is too soon to determine the impact of this work. Leaders understand the key physical skills children need to learn. However, they do not ensure that opportunities to promote physical play outdoors are consistently available to all children. Not all children are fully able to meet challenges as they play outside. This limits children's ability to develop healthy attitudes to exercise and physical health.

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

Staff create nurturing relationships with all children. They consider the background experiences of children and what makes them unique. Staff celebrate children's achievements. Children feel happy to respond to praise from staff. They open up to staff about their worries and feelings. This open, positive culture helps children to feel a strong sense of belonging. Staff consider different approaches to support disadvantaged children to understand routines. They take action to tackle poor attendance and promote punctuality. All children behave well and feel emotionally secure and happy.

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

Staff create a curriculum that promotes children's independence. Children are busy learners. They socialise with their friends. Staff help them to play harmoniously alongside other children. Staff create activities that children find exciting and hold their interest. Staff celebrate the children's different talents and interests. For example, staff understand when children need time to learn how things work. They give children time to practise key skills such as scooping and pouring different sensory materials. Children develop confidence and interest in learning.

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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 leaders, staff and children 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:

Elm Grove Hall Butter Hill Wallington SM6 7JD

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Play B C Preschool Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 12:00,Monday,Tuesday,Wednesday,Friday : 12:00 - 17:00

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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

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 .

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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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