Kittens Playschool

Kittens Playschool Totteridge Community Centre, Totteridge Drive, High Wycombe, Bucks, HP13 6UG

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Inspection date

Previous inspection date 18 April 2018 Not applicable

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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

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

 The manager, who is the provider, does not monitor staff’s performance rigorously enough to identify areas where their practice, such as the quality of teaching and completion of assessments, needs improving.  Staff do not consistently complete all the required areas in the progress checks for children aged between two and three years, in line with the legal requirements.  Staff are not aware of other children’s precise next steps in learning and do not make the most of information from assessment and learning opportunities to swiftly close the identified gaps in children’s learning. This impacts on the progress children make.  Staff do not ensure all parents are aware of their child’s precise next steps in learning or regularly encourage them to share information on children’s current abilities at home.  Staff do not consistently provide challenging activities and learning opportunities for those children who prefer to learn outdoors.

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

 The management has not made effective use of self-evaluation to identify all weaknesses in practice, to help raise outcomes for children.

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It has the following strengths

 Children behave well. They listen to staff and learn how to play with each other.  Staff build positive relationships with children, who are happy and secure.  Staff teach children about healthy lifestyles. They share ideas with parents so that they can continue to promote healthy routines at home.

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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

 implement effective systems to monitor staff's knowledge and support their professional development to raise the quality of teaching and assessment to a consistently good level 09/05/2018

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Due Date

 ensure staff complete all the required information in the progress check for children aged between two and three years 09/05/2018

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Due Date

 ensure that the progress children make is clearly understood by all staff so they can target teaching and learning more precisely and that all staff make the most of information from assessment to accurately plan and take action to address gaps in children's learning. 09/05/2018

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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

 build on the relationships with parents and consistently ensure they are aware of their child's next steps in learning and contribute what children are achieving at home, to strengthen their learning and development  enhance activities and learning experiences to challenge and extend the learning of children who prefer to play outside  ensure self-evaluation is used effectively to identify all areas for improvement and to raise outcomes for children.

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Inspection activities

 The inspector took into account the views of parents spoken to on the day.  The inspector observed the quality of teaching and the impact on children's learning.  The inspector conducted a joint observation with the manager.  The inspector held discussions with the manager, children and staff at appropriate times during the inspection.  The inspector looked at various documents, including policies and procedures, risk assessments, staff's training records, records for children and evidence of the suitability of staff.

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Effectiveness of the leadership and management requires improvement

Systems for evaluating the quality of the provision are not rigorous enough. The manager does not consistently monitor that staff accurately complete all required assessments. For example, on occasion, progress checks for children aged between two and three years do not clearly identify areas where progress is less than typical. The manager has a system to monitor children's progress, particularly those children who speak English as an additional language. However, she does not ensure staff follow through identified gaps in children's learning sufficiently to ensure that all children make consistently good progress. The manager does offer some guidance and coaching to help improve staff's skills. For example, together they have integrated further print in the environment to help enhance children's reading skills. However, she does not consistently identify where staff require additional support to improve their knowledge and practice. Safeguarding is effective. The

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Effectiveness of the leadership and management requires improvement

manager implements rigorous procedures to keep children safe and staff know what to do if they have any concerns regarding a child's welfare. Recruitment processes are effective and all staff's suitability is checked.

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Quality of teaching, learning and assessment requires improvement

Staff regularly observe children. However, they do not consistently share children's next steps in learning with parents and other staff to maximise children's development at every opportunity. In addition, they do not use information from assessment rigorously enough to help plan and enhance children's learning. This has an impact on the progress that children make and, on occasion, the quality of activities and staff's teaching lacks purpose and challenge. In contrast, when activities have a clear learning intention, children show higher levels of involvement and staff extend their learning well overall. For example, children enjoy ball games indoors and learn to think about numbers.

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Personal development, behaviour and welfare require improvement

Staff obtain some information from parents when their child first starts at the play school, such as what their child likes to do. This contributes to their settling-in time. However, staff do not regularly seek information about children's current abilities and ongoing achievements for consistency in their learning at home and at the play school. Children play outside daily. They learn to take safe risks, such as negotiating their way over apparatus. However, the outdoor environment is mundane and lacks a good range of resources that challenges the learning of those children who prefer to play outdoors.

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Outcomes for children require improvement

Children are making some progress in their development in readiness for school. However, this is not as rapid or coordinated as possible. Children build positive relationships with their friends and develop independence skills. For instance, they work as a team to prepare for their snack and wash up their cups and bowls with enthusiasm.

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Setting details

Unique reference number EY500412 Local authority Buckinghamshire Inspection number 1051245 Type of provision Sessional provision Day care type Childcare - Non-Domestic Registers Early Years Register, Compulsory Childcare Register Age range of children 2 - 4 Total number of places 24 Number of children on roll 11 Name of registered person Balvir Kaur Bermi

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reference number

Date of previous inspection Not applicable Telephone number 07717043900

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reference number

Kittens Playschool registered in 2016. It operates from the Totteridge Community Centre in High Wycombe, Buckinghamshire. The play school is open from 9am to 2pm on Tuesday to Thursday, term time only. The play school is in receipt of funding to provide free early education for children aged two, three and four years. The play school employs three staff, all of whom have relevant childcare qualifications.

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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

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

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