Ilford Lane Under 5’s Playgroup

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children arrive with excitement for the day in this inclusive and nurturing setting. Practitioners know the children well and warmly greet them. They have good settling-in practices and take the time to understand each individual child.

Children settle well, they feel secure and form strong bonds with their key persons.Children understand the behaviour that is expected of them. They kindly pass resources and are friendly towards each other.

Practitioners support children with positive role modelling. This helps children to learn how to treat others respectfully.The manager has put an ambitious educational programme in ...place, with familiar routines which promotes children's learning well.

The focus of the learning programme supports children's learning in the prime areas. The special educational needs and disabilities coordinator (SENDCo) alongside practitioners create an inclusive environment. Children with special educational needs and/or disabilities (SEND) receive good support.

This helps create a sense of belonging and provides opportunities for children with SEND to interact well and learn alongside their peers. Practitioners tailor support and interventions, addressing children's individual needs and preferences well. This helps all children to make good progress from their starting points at the setting.

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

Practitioners promote a sense of responsibility and children receive challenge to support their independence. For example, children use a water pump to collect their water independently and take it to other areas in the outside area. Practitioners explain to children how to gather the water more efficiently.

In preparation for mealtimes, children clean tables, sing a handwashing song as they independently get ready for mealtimes. This supports children to gain the skills they need for the next stage in their learning.Practitioners skilfully support the teaching of mathematics.

They carefully plan learning experiences to give children an early understanding of mathematics. For example, when children jump on the small indoor trampoline, they count for themselves and for their friends. Children are confident at using mathematics skills in their play and enjoy celebrating their achievements with others.

Practitioners support children who are learning to speak English as an additional language well. There is a good focus on building children's vocabulary. Practitioners help parents to understand the importance of children using their home languages.

The manager supports parents well. They are invited to workshops and celebratory events in the setting. Practitioners signpost families to events in the local community.

They introduce children to different cultures and traditions that may differ from their own. This helps children understand the world around them and prepares them for life in modern Britain.Children enjoy listening to stories.

Practitioners help children to expand their vocabulary and enhance their language skills. However, during group story times, there are many interruptions and distractions, and some children disengage. This means that children do not benefit fully from all learning opportunities.

Practitioners provide opportunities for children to be physically active. Children safely jump on the indoor trampoline, build using construction and use the slide outside. They splash and manipulate sand and other sensory materials.

Practitioners promote children's physical development skills well.Practitioners support children to learn about the local community. All children have opportunities to go and visit the local shops.

Children and staff shop for the foods they eat at snacktime. This supports children's health and well-being.The manager provides practitioners with effective supervision sessions and supports them to develop their practice further.

She holds regular staff meetings and offers further strategies to build on their skills and confidence. Practitioners feel valued and receive good support from the manager.Parents say they are happy with the care the practitioners provide to their children.

They talk about how much the children enjoy the songs they learn and talk about their friends at the setting. Practitioners share information on ideas of how parents can support learning at home. All children benefit from effective support from practitioners.

Safeguarding

The arrangements for safeguarding are effective.There is an open and positive culture around safeguarding that puts children's interests first.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: help practitioners to develop group story times so that children can listen without distraction and benefit from the rich learning experiences.