Rainbows End Playgroup

Inspection of Rainbows End Playgroup Sir John Moore Barracks, Andover Road, Winchester, Hampshire SO22 6NQ

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Overall effectiveness Inadequate

The quality of education Inadequate Behaviour and attitudes Inadequate Personal development Inadequate Leadership and management Inadequate Overall effectiveness at previous inspection Outstanding

p.1

The provision is inadequate

Although children at times appear happy and engaged, particularly when they first arrive in the mornings, this changes as the day goes on. Children become disengaged and, at times, fearful around their peers.

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The provision is inadequate

Practitioners do not have high expectations of children and are accepting of the behaviours they present. They do not role model how children can take care of their environment, which results in children disrespecting their toys and showing little care and consideration for others. Children are not taught the importance of kindness and valuing each other. As a result, children react negatively towards their peers during play, such as when role playing.

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The provision is inadequate

The environment is disorderly and hinders children's attitude to learning. For instance, children flit from one area of the room to another, treading on toys as they go. This prevents children from feeling safe and secure in the pre-school.

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The provision is inadequate

At times children play well with their peers. However, when children get into situations that they find uncomfortable, such as altercations around toys, their emotional well-being is not supported well.

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The provision is inadequate

Children are eager to be physically active in the outdoor area. For instance, they are enthusiastic when playing ball games, swinging on the swings and using bicycles.

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need to do better?

n The governing body, which is the committee, fails to ensure all welfare requirements are met. It does not fully understand its roles and responsibilities and therefore does not monitor the quality of care and education children receive. As a result, the standards have significantly dropped, and children's safety is compromised. n The committee has failed to ensure a smooth transition through a change in leadership and therefore was not aware of the existing drop in standards. This has led to negative practice and systems being embedded in the pre-school. Although the new manager was employed through safe recruitment procedures, the committee failed to induct her into her role. This affects her understanding of the expectations of the pre-school and her duties. n Practitioners do not receive coaching and support to review their professional development and support better outcomes for children. The new manager has

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need to do better?

highlighted areas for improvement. However, she has not made any changes immediately. As a result, children's negative learning experiences continue. n The inconsistencies in managing behaviour lead to a chaotic and unsafe

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need to do better?

28 January 2020 environment for children. Practitioners are not always vigilant and fail to identify hazards or risks to children. When practitioners do intervene, this is not quickly enough, which results in children being physically injured. Children display that they do not feel safe and secure in the pre-school. n Practitioners do not plan purposeful activities for children. As a result, children are not challenged in their learning and do not build on what they already know. Practitioners do encourage children's developing vocabulary well through good role modelling of language and introducing songs in play. Children's progress is not accurately monitored by practitioners, and therefore any delay is not identified quickly enough, to allow them to catch up. For example, practitioners fail to complete development summaries for children at the age of two. This prevents them highlighting any early intervention required.

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need to do better?

n There are significant weaknesses in information sharing and working together with parents and outside agencies to support children's needs. For example, children with special educational needs are not being supported to learn in the environment. Practitioners have failed to make this possible through lack of information-sharing. Although parents comment that their children are happy in the pre-school and enjoy attending, they are not always sure who their child's key person is. They do not have their children's development shared with them regularly. n Practitioners do not gain enough information from parents when children start at the pre-school, to support children's emotional well-being. As a result, children do not settle well, and practitioners do not have enough information to understand and manage children's behaviour. This creates a barrier to learning.

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Safeguarding

The arrangements for safeguarding are not effective.

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Safeguarding

Children's safety and welfare are compromised due to the significant breaches of the statutory requirements. The manager has knowledge of her safeguarding responsibilities. However, she does not know the exact process of making a referral should there be a concern about children's welfare. She has an understanding of signs and symptoms of abuse and the threshold for outside agency involvement. The manager does not have a required knowledge or training to fulfil the role of designated safeguarding lead, which puts children at risk. Practitioners have a sound knowledge of safeguarding children and are able to demonstrate how they could identify different types of abuse. Safeguarding policies and procedures are in place. However, they are not in line with local safeguarding partners and their local multi-agency safeguarding arrangements.

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Due date

ensure the manager gains the skills and knowledge required to carry out the role of designated safeguarding lead 14/02/2020

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Due date

ensure safeguarding policies and procedures are up to date and are in line with local safeguarding partners and their local multi-agency safeguarding arrangements 14/02/2020

p.4

Due date

ensure the committee fully understands its governance in regard to roles and responsibilities to ensure the quality of care and education for children is of a high standard 14/02/2020

p.4

Due date

ensure that the new manager is inducted in all aspects of her role and responsibilities to enable her to successfully carry out her role 14/02/2020

p.4

Due date

put systems in place for the monitoring of staff practice, so that staff receive the coaching, support and training they need to fulfil their roles and promote good- quality education for children 14/02/2020

p.4

Due date

improve behaviour management to ensure children receive consistent support to learn what is right and wrong and to address unsafe behaviour 14/02/2020

p.4

Due date

provide support for practitioners to be more vigilant in identifying hazards or risks to children in the environment 14/02/2020

p.4

Due date

ensure that sufficient information is obtained to meet children's needs and support their emotional well-being when they first start 14/02/2020

p.4

Due date

28 January 2020 implement arrangements to ensure that relevant information is shared effectively with parents and other professionals to identify and address children's individual needs. 14/02/2020

p.4

Due date

ensure planning systems enable children to have purposeful play opportunities to build on what they already know 14/02/2020

p.5

Due date

ensure statutory paperwork is completed to support children's individual needs and highlight any early intervention needed, including the two-year-old progress check. 14/02/2020

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Setting details

Unique reference number 110075 Local authority Hampshire Inspection number 10108404 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care Age range of children 2 to 4 Total number of places 18 Number of children on roll 8 Name of registered person Rainbows End Playgroup Committee

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reference number

Telephone number 01962 888328 Date of previous inspection 31 March 2015

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Information about this early years setting

Rainbows End Playgroup registered in 1983. It is located in Winchester, Hampshire. The group operates five days a week during school term time only, between 8am and 5pm. There are three members of staff who work with the children, all of whom hold relevant qualifications. The manager holds a level 6 qualification in childhood studies. The pre-school is in receipt of free government funding for three- and four-year-old children.

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Inspection activities

n The inspector had a tour of the premises where children play. n The inspector and manager carried out a learning walk to understand how the early years provision and the curriculum are organised. n Observations were carried out by the inspector to see the quality of teaching and interactions between practitioners and children. n The inspector tracked the learning of children to see what it is like for them in the setting. This involved observations, and discussions with children and practitioners. n Discussions were held with children, practitioners and parents at appropriate times throughout the inspection. n Documentation was sampled, including progress checks for two-year-old children, and policies and procedures. n A leadership meeting was held with the manager. n Feedback of findings was shared with the manager and the treasurer of the committee.

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Inspection activities

We carried out this inspection 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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Inspection activities

28 January 2020 regulates and inspects to 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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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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