Jack and Jill Playgroup

Jack and Jill Playgroup Batheaston Methodist Church, The Burchell Room, Northend, Batheaston, Bath, BA1 7EN

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Inspection date

Previous inspection date 13 October 2017 24 April 2015

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3

Effectiveness of the leadership and management Requires improvement Quality of teaching, learning and assessment Good 2

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3

Personal development, behaviour and welfare Requires improvement Outcomes for children Good 2

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

 The management team does not ensure there is always a member of staff on site who has a paediatric first-aid qualification, to fully protect children in the event of a medical emergency or accident.  Key persons do not assess children's development and skills upon entry promptly, particularly for those children who do not start at the beginning of the school year, so they can plan even more effectively from the onset.  Although the managers and the committee outline development plans for the provision, these are not effective enough to outline and address all weaknesses in practice.

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It has the following strengths

 Staff are kind and very welcoming. Children thrive on the individual attention that they receive. They settle really well into this small and friendly playgroup and quickly develop a sense of belonging.  All children make good developmental progress. Staff set out the environment particularly well, inspiring children's curiosity and motivating them to explore. They extend children's learning very well through their skilful interactions, cleverly linking to children's experiences and observed interests.  The partnerships with parents are effective. For instance, through a regular sharing of information, there is a united approach to meeting individual children's needs and extending their learning. Staff liaise effectively with external agencies and services so that they all work well together to ensure children get the support they need.

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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

 ensure at least one person who has a current paediatric first-aid certificate is on the premises at all times when children are present. 27/10/2017

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Due Date

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

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Due Date

 enhance the current assessment processes to quickly identify children's starting points, to plan for their learning when they first start  improve the procedures for self-evaluation so that development plans are based on rigorous monitoring of all aspects of practice.

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Inspection activities

 The inspector observed activities in the playroom and outside learning environment, and conducted a joint observation with one of the managers.  The inspector held a meeting with the managers and members of the committee. She spoke to staff and children throughout the inspection, when appropriate.  The inspector looked at children's assessment and planning documentation, and the setting's risk assessment and safety records.  The inspector checked evidence of suitability and qualifications of staff working within the setting, the provider's evidence of self-evaluation and a range of other documentation.  The inspector took account the views of parents spoken to on the day of inspection.

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Effectiveness of the leadership and management requires improvement

The managers and staff attend training, such as courses in child protection and courses to help support children who have special educational needs and/or disabilities. However, currently, one day a week, none of the scheduled staff have up-to-date paediatric first-aid training. Although, during the inspection, the managers took prompt action to reschedule staff's working hours to address this. Appropriate training has already been booked for the remaining staff. Safeguarding is effective. Managers and staff are vigilant in their supervision of children and they carry out thorough risk assessments. They understand what to do if they have a child protection concern about the children. There are effective systems for the supervision of staff and managers, as well as vetting procedures for staff and committee members. However, self-evaluation has failed to identify weak aspects of management practice.

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Quality of teaching, learning and assessment is good

Teaching is strong and staff spend their time purposefully engaged with the children to support their play. They make very good use of resources to link to children's interests and motivate them to develop their skills. For instance, staff observe children building and balancing wooden blocks to make rockets. They select non-fiction books and other resources to stimulate and inspire children further. Children ask questions about the rockets shown in the books and represent these characteristics on pictures that they draw, developing their imaginations and creativity very well. Staff work together to plan interesting and relevant experiences based on children's observed interests and learning needs. There are good systems to monitor children's progress.

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Personal development, behaviour and welfare require improvement

Staff are caring and extremely patient. They support children to learn to appreciate the needs of others and offer explanations to help them understand boundaries for their safety. However, the lack of first-aid qualified staff present at each session does not fully assure children's welfare. Children enjoy being active in the fresh air. Staff sensitively join in with children's exploration, playing alongside them and extending their learning. For example, they act as strong role models and ask probing questions to encourage children to discuss their ideas. Children talk about being on a pirate ship as they climb the ladder on the climbing frame. They thoughtfully make mud 'brownie cakes' for their friends and say that they need, 'Lots of time' to cook.

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Outcomes for children are good

Children gain the skills they will need for their move on to school. This includes those who have special educational needs and/or disabilities. Children show respect for others and develop their independence and sense of responsibility. For instance, they take turns, work cooperatively in a group and eagerly tidy away the toys. Their communication skills develop well, including children who speak English as an additional language. They listen well and knowledgeably join in with songs and stories, for example. They count with confidence, compare and describe size, and learn to estimate.

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Setting details

Unique reference number 133035 Local authority Bath & NE Somerset Inspection number 1089454 Type of provision Sessional provision Day care type Childcare - Non-Domestic Registers Early Years Register Age range of children 2 - 3 Total number of places 16 Number of children on roll 9 Name of registered person Jack and Jill Playgroup (Batheaston) Committee

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reference number

Date of previous inspection 24 April 2015 Telephone number 07947470599

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reference number

Jack and Jill Playgroup registered in 1976. The playgroup employs three members of staff. Of these, two have qualified teacher status and one holds an early years qualification at level 3. The playgroup opens Monday to Friday from 9.15am until 12.15pm, during school term times only. The playgroup provides funded early education for three- and four-year- old children.

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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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