Ceewood Pre-School Playgroup CIC

Ceewood Pre-School Playgroup CIC Ceewood Hall, Fettiplace Road, Witney, Oxfordshire, OX28 5AN

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Inspection date

Previous inspection date 8 November 2016 13 April 2016

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This inspection: Inadequate 4

Previous inspection: Requires Improvement

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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 Requires improvement Personal development, behaviour and welfare Inadequate 4

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This inspection: Inadequate 4

Outcomes for children Requires improvement

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This provision is inadequate

 Breaches of the safeguarding and welfare requirements of the early years foundation stage compromise children's safety and well-being.  The quality of teaching is too variable. Planning for individual children does not focus sufficiently on the most important aspects of their development. Some aspects of the routine of the day, such as snack time, do not support children's learning and development well.  The new staff team is not using what they know about individual children's development well enough. This means they are not always making sure that children learn the basic skills they need and are ready to move on to school.  The manager's new systems for supervision and monitoring of staff are not yet making a positive difference to the quality of provision.

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It has the following strengths

 Parents are highly positive about the pre-school. Staff show kindness and warmth towards the children in their care.  The children develop strong links with the community, for example, through their outings to the local area.

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What the setting needs to do to improve further

The provision is inadequate and Ofsted intends to take enforcement action

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What the setting needs to do to improve further

We will issue a Welfare Requirements Notice requiring the provider to:

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Due Date

 ensure that any safeguarding or welfare concerns about children are responded to in a timely and appropriate way 08/12/2016

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Due Date

 ensure that the daily record of children being cared for on the premises includes their actual times of attendance 08/12/2016

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Due Date

 ensure that arrangements for staff supervision, including support, coaching and training are improving the personal effectiveness of staff. 08/12/2016

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Due Date

To meet the requirements of the early years foundation stage the provider must:

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Due Date

 ensure that the assessment of children is used effectively to plan activities that meet their needs and address any gaps in their learning, with an appropriately strong focus on the prime areas of learning 31/01/2017

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Due Date

 ensure teaching is consistently good or better, including the effectiveness of the routine of the day, so that all children, including disadvantaged children, make good progress. 31/01/2017

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Inspection activities

 This inspection was carried out in response to information received by Ofsted which raised concerns about children's safety.  The inspector carried out observations of teaching and children's learning.  The inspector spoke to some parents and took their views into account.  The inspector spoke to staff and children at appropriate times during the inspection.  The inspector held discussions with the deputy manager who was in charge of the setting during the morning.  The inspector held a meeting with the provider, who is also the manager of the setting, in the afternoon.  The inspector sampled the setting's documentation including folders of children's learning, notes of supervision meetings and safeguarding records.

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Effectiveness of the leadership and management is inadequate

The new manager has not ensured that the setting is meeting the requirements of the early years foundation stage. Safeguarding is not effective. This is because the manager, in her role as designated safeguarding lead, has not responded appropriately or promptly to some concerns about children's welfare. For example, during the inspection some children's behaviour was challenging and difficult for staff to manage. Staff have not approached outside agencies for support, advice and guidance in regard to these children. This means some children may not get the help they need and this impacts negatively on the children's safety and their readiness for school. Furthermore, the manager has not been proactive regarding her communication with other agencies that are working with the families of children at the setting, such as children's social care. Important information about children's well-being is not being shared effectively to protect children.

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Quality of teaching, learning and assessment requires improvement

The new staff team are not yet fully confident in addressing gaps in children's learning and development effectively. This means that the next steps that staff identify for children's learning are not always focused on the most important areas, such as children's personal, social and emotional development. This means not all children are ready for the next stage in their learning. Staff talk to the children throughout the day; role modelling language and encouraging children's developing communication skills. They ask the children questions to encourage them to think, such as whether a train will fit through a tunnel. They help children to build their confidence. For example, an older child tells the rest of the group about his dinosaur during circle time. Children can choose from a wide range of resources which they combine to support their play. For example, one child makes 'footprints' in the dough with his small world character.

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Personal development, behaviour and welfare are inadequate

Staff do not take enough action to keep children safe. For example, children’s attendance at the setting is not recorded accurately and in line with legal requirements. Although staff try to help children understand how to behave in a positive manner and cope with their feelings, this is not always effective. On the day of the inspection, much time was spent managing a small number of children's disruptive behaviour, rather than teaching. Despite this, most children focus well on their chosen activities and are becoming keen learners. They are learning to take turns and to share. For example, a timer is used so that those who are interested can have a go on a computer game.

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Outcomes for children require improvement

Weaknesses in teaching mean that children do not make the good progress. For example, children lose some precious time for learning as they wait too long for a snack to be provided. Most children engage well with the activities on offer, but some find it hard to concentrate or follow instructions. Most enjoy a group story time and talk about how old they are, holding up the corresponding number of fingers. Because staff are good role models, most children are learning good manners and show respect for the resources and one another.

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Setting details

Unique reference number EY418580 Local authority Oxfordshire Inspection number 1073768 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 26 Number of children on roll 29 Name of registered person Ceewood Pre-School Playgroup CIC

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reference number

Date of previous inspection 13 April 2016 Telephone number 07594095120

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reference number

Ceewood Pre-school Playgroup registered in 2010. The group is located in a residential area of Witney, Oxfordshire. The group opens Monday to Friday during term time from 9am to 12 noon and 1pm to 3.30pm daily. There is an optional lunch club provided for children from 12 noon till 12.30pm. The group employs three members of staff, all of whom hold appropriate early years qualifications between level 2 and level 6.

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reference number

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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reference number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection.

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reference number

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reference number

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reference number

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