Hilldrop Play Project

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children have fun as they happily play at this play project. They laugh with their friends and use their imagination as they create new games together.

Staff are highly focused on children's needs and well-being. They know children well and show kindness and care to each other and children. Children feel valued and respected at the setting.

Staff embrace the different backgrounds of children, and provide a range of activities that reflect the experiences of children attending the play project.Children work well together. They form strong bonds with the staff and often seek them out to join in games with them.

Olde...r children are mindful of the needs of the youngest children. For example, they make sure younger children are accompanied in the line to go outside and help them to find play equipment.The play project was closed for some time during the COVID-19 (coronavirus) pandemic.

Despite this, children have settled quickly back into the project and are keen to join in with the imaginative activities on offer. For example, children are keen to follow the recipes at the kitchen table and follow them well to make their own bread.

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

The senior leadership team and manager are ambitious for all children who attend the setting.

They regularly reflect and review on the quality of the setting, taking into account the views of parents and children. A firm set of plans for the future of the play project is in place. For example, the manager would like the children to take more of an active role in the direction the play project takes.

Staff are positive role models for the children and understand how to support their emotional well-being so that they grow in confidence. There are clear routines in place and high expectations for children's behaviour. Children understand the simple club rules and adhere to these each day.

Children are exceptionally kind and considerate to one another. They show concern when their friends are upset and offer them comfort. They have excellent manners and remember to say please and thank you to one another and staff.

Staff support children's communication and language well. They listen to children with interest and engage them in thoughtful conversations. Children are good communicators and can describe their ideas in detail.

For example, children name the stations they will pass through as they pretend to be on an underground train.Children show pride in their achievements. For example, they are keen to show staff the bread they have made when following the recipes on the kitchen activity table.

Children are keen to spend time in the large outside space. They ride wheeled vehicles, use hula hoops, jump and play football. These are helping to develop their large-muscle skills effectively.

Parents speak highly about the play project. Recent COVID-19 control measures mean that parents do not currently enter the setting. Despite this, staff make sure that they continue to speak to parents and tell them about their child's time at the setting.

Parents appreciate how keen their children are to attend and feel confident that the staff keep them safe. They value the sense of fun at the project and the wide range of activities children participate in.

Safeguarding

The arrangements for safeguarding are effective.

Staff can confidently identify signs and symptoms of possible abuse and neglect. They understand the procedures in place and who to share any concerns with. Staff complete safeguarding training and regularly update their understanding of safeguarding matters.

The manager holds regular meetings to ensure staff's safeguarding knowledge is always kept updated. Risk assessments are used to make sure all areas of the premises are safe. The senior leadership team follows safer recruitment procedures to ensure that all staff and directors are suitable to work with children.