St Augustine's Playgroup

St Augustine's Playgroup Matson House, Matson Lane, Gloucester, GL4 6ED

p.1

Inspection date

Previous inspection date 14 December 2016 14 February 2014

p.1

3

Effectiveness of the leadership and management Requires improvement Quality of teaching, learning and assessment Requires improvement Personal development, behaviour and welfare Requires improvement Outcomes for children Requires improvement

p.1

This provision requires improvement. It is not yet good because:

 The new manager has not embedded systems for monitoring and supervising staff well. She does not ensure staff understand their roles and responsibilities fully, to help them improve their support for children's care and learning needs.  Staff sometimes struggle to meet children's needs effectively. Staffing levels meet adult-to-child ratios; however, sometimes staff deployment is not good enough to provide children with suitable support or challenge, to help them make as much progress as possible. At times, staff do not notice when children's behaviour is unacceptable to help them learn what is expected of them.  Self-evaluation, although in place, is not effective in identifying all areas of weakness.

p.1

It has the following strengths

 There are secure partnerships with parents and other professionals to share information about children's development and to help children move on. Children benefit from consistent experiences between the setting and home, and are supported well to make the move to school.  Staff provide welcoming environments for children. Children are confident and make choices in their play.  Children develop their understanding of healthy lifestyles and hygiene practices. They enjoy being physically active, for example, as they negotiate an obstacle course in the outdoor area.

p.1

What the setting needs to do to improve further

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

p.2

Due Date

 improve the staff supervision arrangements to provide targeted support, coaching and mentoring, to ensure that staff are clear about their responsibilities, and to raise the quality of teaching to a consistently good level 27/01/2017

p.2

Due Date

 improve staff deployment to support children's all-round learning effectively, and to teach children consistently about behavioural expectations. 27/01/2017

p.2

Due Date

To further improve the quality of the early years provision the provider should:

p.2

Due Date

 improve evaluation to identify and target all areas for improvement.

p.2

Inspection activities

 The inspector observed the quality of the teaching inside and outside.  The inspector took into account the views of parents spoken to on the day and through written testimonials.  The inspector carried out a joint observation of children's learning with the manager.  The inspector spoke with the manager, staff and children at appropriate times during the inspection.  The inspector sampled paperwork and computerised documents, including children's records, planning, policies and procedures, incident and complaint records, and self- evaluation.

p.2

Effectiveness of the leadership and management requires improvement

The new manager has systems to monitor and supervise staff to help them understand their roles and responsibilities; however, these are not well established. The manager does not monitor practice closely enough to see when staff deployment and interaction with children is not good. At times, staff miss when children do not join in and do not help them to learn what is expected of them. However, staff do monitor children's progress and plan for their development. Staff know how to support children's welfare and protect them during personal care routines. For example, they use curtains to shield children from others at nappy changing time. Staff develop their knowledge and skills to keep all children safe and to support children who have special educational needs and/or disabilities. Safeguarding is effective.

p.3

Quality of teaching, learning and assessment requires improvement

Staff identify next steps for children's learning. However, they do not implement planned activities effectively for all children. For example, children wander around the setting; quieter ones are not encouraged to join in and are not suitably challenged. Nevertheless, at times, staff interact positively with children. For example, children explored the shaving foam with glitter, clapping their hands to make it 'snow'. Staff support younger children's physical development and encourage their imagination. For example, they 'fed' the pretend crocodile under the slide so children could safely climb up. Children enjoyed hiding different items and describing them for others to guess what they were.

p.3

Personal development, behaviour and welfare require improvement

Staff support children's independence to help prepare them for school; however, they do not consistently help them to learn what is expected of them. For example, staff miss opportunities to support children to sort out differences of opinion, to share toys and to be kind to each other. Staff teach children about diversity in society. For example, children make and taste foods and listen to songs associated with different celebrations. Staff teach children about healthy eating. For example, they use cards with pictures of fruits, vegetables and biscuits to help children make healthy snack choices.

p.3

Outcomes for children require improvement

Children develop some skills and make steady progress. They gain self-care and independence skills. For example, some children can put on shoes, and others recognise their names and pictures to hang up coats and bags when they arrive. Older children use their imaginations and develop early writing and mathematical skills. For example, they draw fruits they like for snack, pretend to hand them to adults to taste and then count how many they have drawn. However, children do not consistently learn what is expected of them so that they are prepared for school as well as possible.

p.3

Setting details

Unique reference number EY263188 Local authority Gloucestershire Inspection number 1068656 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 24 Number of children on roll 47 Name of registered person St Augustines Playgroup Committee

p.4

reference number

Date of previous inspection 14 February 2014 Telephone number 01452 384442

p.4

reference number

St Augustine's Playgroup registered in 2003 and is run by a committee. The playgroup operates from leased premises in the grounds of Matson House, Robinswood Hill in Gloucester. It opens from 9am to 6pm from Monday to Thursday and from 9am to 4pm on Friday, term time only. The playgroup employs six staff; of these, three staff hold relevant childcare qualifications at level 3 and two hold qualifications at level 2. The manager is working towards a childcare qualification at level 5.

p.4

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.

p.4

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.

p.4

reference number

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.5

reference number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

p.5

reference number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

p.5