The Playbox, St Johns Methodist Church Preschool

Inspection of The Playbox, St Johns Methodist Church Preschool The Playbox Nursery, St. Johns Methodist Church, Community Centre , York Road, SUDBURY, Suffolk CO10 1ND

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Overall effectiveness Inadequate

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

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The provision is inadequate

The children's safety and well-being are compromised because leaders and managers do not have sufficient oversight of safeguarding and welfare requirements. Leaders and managers have not addressed a previous action raised by Ofsted regarding suitability checks for members of the management committee. Leaders and managers responsible for the recruitment and oversight of staff do not demonstrate sufficient understanding of their role in safeguarding children.

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The provision is inadequate

However, children benefit from good teaching from dedicated staff. Children arrive at the setting excited for their day. They show that they feel comfortable and happy as they swiftly settle down to their chosen activities. Children grow in confidence over their time at this friendly community setting. They approach visitors with polite curiosity. Children learn to embrace their creativity, as they are encouraged to express their own ideas. Children are seen and supported as individuals because staff take the time to get to know them and their families well. All children, including those with special educational needs and/or disabilities, make progress in their learning and development.

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The provision is inadequate

Children who lack confidence in social situations because of the restrictions of the COVID-19 pandemic, receive sensitive support from nurturing staff. They learn how to play with their friends, take turns and engage with the activities staff provide. Children learn polite manners and how to follow simple rules. Staff gently remind children of the expectations at key times, such as the focused morning gathering.

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need to do better?

n Leaders and managers do not demonstrate that they have understood the significance of previous actions set by Ofsted. They have not provided Ofsted with the required information necessary to carry out suitability checks on all committee members. This means that the suitability of all those responsible for the setting cannot be assured. n Leaders and managers do not have a clear enough oversight of the implementation of their safeguarding policies and procedures. Policies and procedures lack sufficient detail to ensure that staff know what to report and when. Leaders and managers do not fully understand the importance of these policies to ensure that all children are kept safe from harm. n Leaders and managers do not provide effective training for all staff on how to implement policies and procedures designed to safeguard children's health and welfare. For instance, they do not provide additional guidance for staff when

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need to do better?

procedures for recording accidents in the setting, or injuries children sustain at home, are not fully implemented. They do not review why mistakes have occurred or make effective changes to improve systems.

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need to do better?

17 March 2022 n Leaders and managers do not provide all staff with sufficient training to equip them with a secure knowledge and understanding about wider safeguarding matters. For example, not all staff know how to identify children who may be at risk of radicalisation. This means that some risks to children's safety and welfare may be missed. n Leaders and managers do not understand the early years foundation stage qualifications requirements. This means that they cannot be sure that they are always meeting minimum staffing requirements. n Staff regularly share fiction and non-fiction books with children. They plan exciting activities, such as puppet shows that bring the books to life. They provide opportunities for children to share what they have learned from the stories they have heard. Children learn that books are a source of adventure and information. n Children focus on their activities for sustained periods of time. They describe to

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need to do better?

supportive staff what they want to make in the creative area. Children choose their materials and handle equipment, such as sticky-tape dispensers, independently. They learn valuable skills of planning and perseverance that support their later learning. n Parents comment that staff go 'above and beyond' for the children. They receive clear information about what their children are learning and how to support them at home. When children need additional support because they have special educational needs and/or disabilities, staff work with parents and other professionals to create a plan. This means that there is a joined-up approach to children's learning and development. n Children develop good speaking and listening skills. Staff listen carefully to children's contributions and take account of their views. Children hear new vocabulary often. They are motivated to speak up and become effective communicators.

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need to do better?

n Although staff are attentive to the children, sometimes, they miss opportunities to provide effective support. This is because they are not deployed in a way that ensures all children can be observed and their needs swiftly met. Consequently, opportunities to support children who need help to play with others are sometimes lost.

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Safeguarding

The arrangements for safeguarding are not effective.

p.3

Safeguarding

Leaders and managers do not ensure that children's welfare is fully protected. Staff receive regular safeguarding training and discuss safeguarding concerns at their staff meetings. They can identify changes in children's behaviour and appearance that would raise concerns for children's safety and well-being. They know to report these concerns to the designated safeguarding lead. However, there is little ongoing safeguarding training for staff or effective assessment of their safeguarding knowledge. Leaders and managers do not know that staff lack a secure understanding of wider safeguarding issues, such as the risks to children from radicalisation or female genital mutilation.

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Due date

provide Ofsted with the required information to be able to carry out suitability checks on all committee members 30/04/2022

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Due date

provide effective oversight of all safeguarding policies and procedures 30/04/2022

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Due date

provide up-to-date training for staff on wider safeguarding issues 30/04/2022

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Due date

train staff to fully understand and implement the setting's policies and procedures designed to keep children safe and well 30/04/2022

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Due date

develop a secure understanding of qualification requirements to ensure minimum staff ratios are met at all times. 30/04/2022

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should:

n ensure staff are effectively deployed to meet the needs of all children.

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Setting details

Unique reference number 251691 Local authority Suffolk Inspection number 10113219 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 28 Number of children on roll 43

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Name of registered person

The Playbox, St Johns Methodist Church Preschool Management Committee

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reference number

Telephone number 01787 373185 Date of previous inspection 2 March 2016

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Information about this early years setting

The Playbox, St Johns Methodist Church Preschool opened in 1995 in Sudbury, Suffolk. It is managed by members of a voluntary committee. The setting employs five permanent members of childcare staff and an administration officer. Of these, four hold appropriate early years qualifications at level 2 and above. The setting opens four days a week during school term time. Sessions are from 9.15am to 11.45am and 12.30pm until 3pm on Monday, Tuesday, Wednesday and Thursday. Some children stay for full days. The setting provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want their children to learn. n Children communicated with the inspector during the inspection. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The special educational needs coordinator spoke to the inspector about how they support children with special educational needs and/or disabilities. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n Parents shared their views of the setting with the inspector.

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Inspection activities

n The inspector met at appropriate times throughout the inspection with the manager and the chair of trustees and discussed how they evaluate the quality of the setting.

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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

17 March 2022 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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