Thurnby & Bushby Playgroup

Thurnby & Bushby Playgroup St Lukes School, Main Street, Bushby, Leicester, Leics LE7 9PN

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Inspection date 1 February 2019 Previous inspection date 3 December 2015

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This inspection: Inadequate 4

Previous inspection: Good 2 Effectiveness of leadership and management Inadequate 4 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Inadequate 4 Outcomes for children Good 2

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This provision is inadequate

n Since the last inspection, the provider has failed to notify Ofsted of changes to the committee. Children's well-being is not assured. n The manager, who is also the designated safeguarding lead, has not attended a child protection training course. n The manager does not provide sufficient coaching and support for her team so that they are trained to confidently spot the signs and symptoms of abuse. n The manager does not have regard to, or keep up to date with, the government's safeguarding statutory guidance documents, to support safeguarding practices. The setting's safeguarding policy is not consistent with the Local Safeguarding Children Board's guidance and procedures. n The manager does not reflect on practice. She has a limited knowledge of the legal requirements relating to the early years foundation stage. n Some staff do not make the most of their good observations of children's achievements

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This provision is inadequate

in order to focus sharply on promoting the next steps in children's learning.

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It has the following strengths

n Staff provide an interesting and stimulating curriculum for children. They organise a range of interesting activities for children to enjoy. Children make good progress. n Children greatly enjoy their time at the friendly and welcoming playgroup. They settle in quickly and happily each morning. Staff know their key children well and have good bonds with them. n Staff make sure the building is safe and secure by greeting children at the door each morning. Staff are well deployed throughout to ensure that children are supervised carefully at all times. n Children enjoy exploring the local community and the nature reserve which belongs to the on-site school where the playgroup is based.

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What the setting needs to do to improve further

To meet the requirements of the early years foundation stage and Childcare Register the provider must: Due date ensure that the designated safeguarding lead attends a child protection training course, taking account of any advice from the Local Safeguarding Children Board or local authority on appropriate training courses 28/02/2019

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What the setting needs to do to improve further

ensure that staff understand the safeguarding policy and procedures and have up-to-date knowledge of safeguarding issues 28/02/2019

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What the setting needs to do to improve further

have regard to the 'Prevent duty guidance for England and Wales 2015' and 'Working Together to Safeguarding Children 2018', to ensure that the safeguarding policy and procedures are in line with current guidance, procedures and legislation 28/02/2019

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What the setting needs to do to improve further

develop knowledge of the need to provide Ofsted with the required information regarding new committee members, to enable full suitability checks to be carried out. 28/02/2019

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What the setting needs to do to improve further

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

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What the setting needs to do to improve further

n strengthen self-evaluation to swiftly address all weakness in the quality of the provision and make improvements n ensure all staff promote and support children's next steps in learning to enable them to make the best possible progress.

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What the setting needs to do to improve further

Inspection activities n The inspector observed, listened to and talked with children as they played indoors. n The inspector looked at children's records. She discussed staff's planning and evaluation of activities, and how they exchange information with parents. n The inspector reviewed records and procedures relating to safeguarding and risk assessment, and discussed a range of other procedures relating to children's welfare with the manager. n The inspector spoke with the manager and staff about the impact of their practice on raising outcomes for children. The inspector completed a joint observation with the manager. n The inspector spoke to a number of parents and took account of their feedback.

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Effectiveness of leadership and management is inadequate

The provider has failed to notify Ofsted of change to key positions within the committee. As a result, Ofsted has been unable to carry out the full range of suitability checks needed to ensure children's safety and well-being. The arrangements for safeguarding are not effective. The setting's safeguarding policy contains out-of-date contact details for the local authority designated officer. The designated lead for safeguarding has not had relevant training for the role and this impacts significantly on her knowledge of how to make referrals if she has concerns about a child or a member of staff. The manager has started to work with the local authority to address some of the key areas for development, but these plans are in their infancy and have yet to make an impact.

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Quality of teaching, learning and assessment is good

Well-qualified staff make regular observations and assessments of children's development. They know the children very well and give them support while they play. The manager monitors the progress that different groups of children make across the setting. Following on from her latest analysis, she has introduced 'word of the week'. This has had a positive impact on children's literacy skills across the setting, and with boys in particular. Children confidently explain the difference between a fiction and a non-fiction book during small-group time. Books play an important part in children's learning. Staff introduce different books each week so that children can become familiar with the story and build their play around it. For example, children enjoyed creating their own rockets out of cardboard boxes and foil after reading 'Whatever Next'. Staff and parents work well together to support children's learning. Staff have recently introduced

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Quality of teaching, learning and assessment is good

a 'well done washing line' in the playgroup foyer. Parents are able to share children's achievements from home, so that staff can share and build on these experiences in playgroup.

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Personal development, behaviour and welfare are inadequate

Weaknesses in safeguarding practice mean children's safety and welfare are not promoted. Staff do not have a robust understanding of the signs and symptoms of abuse. They state that they would refer to their safeguarding policy when needing to make a referral about a child or a member of staff, but the information in the safeguarding policy is out of date. Having said this, children are happy and settled in the playgroup and enjoy their sessions with staff. Parents comment that children become much more independent as a result of starting at the playgroup. Children respond well to the routines and expectations that staff have of them. Children's behaviour is very good and there is a calm and purposeful atmosphere while children are playing. Staff are good role models for children. They give them lots of opportunities to think about how they could welcome a new child into the setting. They ask them for ideas about how they

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Personal development, behaviour and welfare are inadequate

could make him feel welcome. Children respond and say 'we could share our toys', and 'we could smile and say hello'. This helps children to develop empathy and begin to show care and concern for others.

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Outcomes for children are good

Children make good progress from their starting points in learning and are well prepared for school and future learning. Children sit patiently and listen to a story. They understand that they have to put their hand up during group time if they would like to contribute or ask a question. This helps to support children's listening and attention skills. Children begin to understand the rules of a board game. They role the dice and confidently count the number of dots to inform their go. Children develop patience as they wait for their turn. They share resources happily and show compassion for their friends.

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Setting details

Unique reference number 226497 Local authority Leicestershire Inspection number 10064449 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care Age range of children 2 - 4 Total number of places 24 Number of children on roll 30 Name of registered person Thurnby & Bushby Playgroup Committee

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Date of previous inspection 3 December 2015 Telephone number 07817 695 643

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Thurnby & Bushby Playgroup registered in 1986. It is a charitable organisation run by a committee and operates from a classroom in the grounds of St Luke's School in Bushby, Leicester. The playgroup is open each weekday from 9am to midday, during term time only. Additional afternoon sessions are offered in the spring and summer term. The playgroup provides funded early education for three- and four-year-old children. There are five staff employed. Of these, one holds a qualification at level 5 in early years and four hold a qualification at level 3.

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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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procedures set out in the guidance Complaints procedure: raising concerns and making complaints about Ofsted, which is available from Ofsted's website: www.ofsted.gov.uk . 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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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