Holloway Playgroup

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are warmly greeted into the playgroup by caring staff.

Children feel safe and secure and separate well from parents and carers. They are familiar with the expectations of the playgroup. For example, they confidently locate their name and place it on the registration board, before accessing the wide range of activities on offer.

Children have lots of fun and are happy. For example, they are enthralled by the role-play area, which has been turned into a car mechanic's workshop. Staff provide a dismantled coupé car, and children show great concentration as they attempt to fix it.

Children pretend to cal...l customers to let them know their car is ready for collection. Staff support play well. They introduce numbers into the children's play and say, 'The car will be ready in 10 minutes and will cost £10'.

Outside, children hunt for treasure. They use their core strength and muscles as they dig in the mud. Children confidently tell staff that they are searching for a sparkly stone, explaining it must be one that can roll.

They are overjoyed when they find a colourful stone. They throw the stone, testing out to see if it will roll. They show their understanding of shape, and say, 'it will not roll because it is not a circle'.

What does the early years setting do well and what does it need to do better?

Children are beginning to become independent. Staff encourage children to put on and take off their own coats. Children confidently wash their hands before mealtimes.

They collect their own cups and plates, and once finished they independently place these in a washing-up bowl.Staff safely supervise children while they are eating. However, occasionally leaders do not consider how to deploy staff effectively at mealtimes to increase children's exposure to high quality interactions.

Staff support children's play and learning throughout the day. However, an effective routine is not in place during staff's break times. As a result, children's learning is not maximised because children have limited guidance or direction from staff during this time.

Outside children learn about nature. They are excited as they discover something; 'It's the hat of a conker!' they exclaim. Staff and children spend time examining their findings together.

Staff support children's understanding and explain that it is in fact a top from an acorn.Staff plan opportunities for children to build upon their own experiences. For example, grandparents from the local community visit the playgroup.

They bring musical instruments and sing with the children. This helps children to build relationships with people of all ages and to develop their communication and language skills.Leaders consult with staff and local schools to create a curriculum that helps children to be ready for their next stage in learning.

Assessment is used well, and staff find out what children know and can do. Staff work with parents to identify what children are interested in and incorporate this when planning for what children need to learn next. As a result, children make good progress relevant to their starting points in development.

Staff identify children's emerging needs promptly. They work alongside other professionals to implement strategies to support children's development. For example, they receive support from speech and language therapists and other specialists.

This helps them to ensure that the needs of all children, including those with special educational needs and/or disabilities, are identified and met.Children behave well. During group time they listen attentively as staff read a story about a little red train.

Staff involve children in the story and ask questions to develop their knowledge and understanding. They ask children, 'Why does the train have carriages?' children reply, 'To put people in it'. Staff explain to children that the people on the train are called passengers.

Leaders have processes in place to support the professional development of staff. For example, they provide regular supervisions, peer observations and training opportunities. However, these are not yet used effectively to ensure that what staff learn is embedded in knowledge and practice.

Safeguarding

The arrangements for safeguarding are effective.Staff help to protect children's health through good hygiene and handwashing practices. Staff complete safeguarding training and know who to contact if they have concerns about the welfare of a child.

They know what action to take if they have concerns about the suitability and behaviour of a staff member. Staff can identify signs of abuse, including signs which may indicate female genital mutilation. A mobile phone and camera policy is in place, which is understood by staff.

Staff take steps to minimise risks. For example, they lock the gates to the playground and ensure that the premises are secure.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: review and improve staff deployment during routine activities and staff break times to extend and continue children's purposeful learning strengthen the monitoring of professional development opportunities for staff, to identify the impact on staff's knowledge and practice and further enhance positive outcomes for children.