St John's Nursery Playgroup

St John's Nursery Playgroup Baker Street, Potters Bar, Hertfordshire, EN6 2DZ

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Inspection date

Previous inspection date 31 March 2016 15 June 2011

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This inspection: Inadequate 4

Effectiveness of the leadership and management Inadequate 4

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This inspection: Inadequate 4

Quality of teaching, learning and assessment Inadequate 4

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This inspection: Inadequate 4

Personal development, behaviour and welfare Inadequate 4

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This provision is inadequate

 Staff do not receive regular supervision and monitoring of teaching is non-existent. The manager's coaching of practice and training are not effectively used to tackle staff's underperformance. The quality of teaching is inconsistent.  Links with other settings that children attend are not effective. The majority of these children do not benefit from continuous support of their learning needs.  Assessments of children's progress do not produce accurate information about their next steps in learning. Staff do not challenge older children to reach their full potential and disabled children and those with special educational needs develop considerably below expectations.  Partnerships with parents are not always effective. Some staff have limited knowledge of their key children's needs and interests. They struggle to help children settle.  Children who speak English as an additional language do not have effective support.

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This provision is inadequate

Some of them take a long time to start to communicate in English and find it hard to build relationships with others.

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It has the following strengths

 Children independently access resources, choose activities and lead their own play. The learning environment provides them with opportunities to learn and develop skills across all areas of learning.  Children's health is effectively promoted. They have nutritious snacks and learn to manage their personal hygiene. Staff plan different physical activities and children are active and play outside on a daily basis.

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What the setting needs to do to improve further

To meet the requirements of the Early Years Foundation Stage the provider must:

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Due Date

 develop procedures for regular staff supervision, coaching, monitoring and training to ensure they offer quality learning and development experiences for children 05/05/2016

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Due Date

 maintain a regular two-way flow of information with other settings that children attend and use this information as part of the assessment process to ensure they have continuous support for their needs 05/05/2016

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Due Date

 develop further the assessments of children's skills to ensure these accurately identify levels of achievements and next steps in learning to tailor teaching to their actual needs 05/05/2016

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Due Date

 enhance the partnerships with parents to ensure accurate information is exchanged with them throughout the children's time at the playgroup, so that their needs are met at all times 05/05/2016

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Due Date

 create further strategies to meet the needs of children who speak English as an additional language to ensure they are better supported to settle, build relationships and learn English. 05/05/2016

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and outdoors and assessed the impact this has on children's learning.  The inspector conducted evaluations of activities with the deputy managers.  The inspector held meetings with both deputy managers, staff and the chair of the committee. She looked at relevant documentation, such as the playgroup's self- evaluation, evidence of the suitability of staff, their qualifications and training.  The inspector spoke to a selection of parents during the inspection and took account of their views.

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Effectiveness of the leadership and management is inadequate

Staff participate in regular safeguarding training and keep policies in line with current legislation. They know where to go for support should concerns about children's welfare arise. Staff are also confident about the steps to take should they become concerned about other adults' conduct. Appropriate records of practice are kept. The arrangements for safeguarding are effective. However, not all children benefit from suitable support for their needs at all times. Staff participate in training and team meetings. However, regular supervision is not in place and the manager's monitoring of staff's teaching practice is poor. Some staff do not fully understand their roles, assessment procedures and how to support their key children. Teaching is variable and children are not challenged to make enough progress.

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Quality of teaching, learning and assessment is inadequate

Children learn through play in both indoor and outdoor play areas. For example, they learn about buildings and houses. Indoors, they use simple shapes to create houses and craft materials to make 'buildings' out of cereal boxes. Outside, children use sand and water to build structures with large blocks. They are eager learners. For example, they take part in a listening activity and with interest, try to guess common sounds. However, activities are not appropriately planned to challenge and give opportunities for all children to participate. For example, during both activities above, children who can speak English dominated discussions while those who cannot communicate were not engaged or supported well. Some children develop at a good pace and others fall behind.

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Personal development, behaviour and welfare are inadequate

Staff obtain information from parents about children's needs on entry. Settling-in sessions are planned and parents are introduced to the services provided. However, partnerships with parents are not always effective. Staff recognise that some children, particularly those who speak English as an additional language, sometimes struggle to settle and build relationships with others. There are no effective procedures to overcome this and, therefore, these children's needs are not promptly met. Children learn to keep safe and follow the playgroup's rules. Staff praise their achievements. Most children are confident and they all behave well. Children celebrate popular festivals and learn to respect others. They benefit from outings and take part in events in their local community.

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Outcomes for children are inadequate

Educational programmes are varied. However, staff identify that children do not achieve to their full potential. They refer to assessments in place as limiting at times because of the manager's policy to not challenge children's skills to their full potential. Children are not well prepared for school. The manager tracks children's progress and evidence seen makes clear that the overall quality of teaching and learning is poor. Some children have considerable gaps in their progress and these include children who speak English as an additional language, disabled children and those with special educational needs and those who attend other settings.

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Setting details

Unique reference number 130591 Local authority Hertfordshire Inspection number 854223 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register Age range of children 2 - 5 Total number of places 40 Number of children on roll 64 Name of provider St John's Nursery Playgroup Committee Date of previous inspection 15 June 2011 Telephone number 07969924482mobile

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Setting details

St John's Nursery Playgroup was registered in 1964. The playgroup employs eight members of childcare staff, seven of whom hold appropriate early years qualifications at level 3 and the manager with Early Years Professional status. The playgroup opens from Monday to Thursday with sessions from 8.55am to 3pm. Sessions on Fridays are from 9am to 12.55pm. The playgroup provides funded early education for two-, three- and four- year-old children. It supports disabled children and those with special educational needs and children who speak English as an additional language.

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Setting details

This inspection was carried out by Ofsted 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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Setting details

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Setting details

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Setting details

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Setting details

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