Punch And Judy Playgroup

Inspection of Punch And Judy Playgroup Lympne Village Hall, Aldington Road, Lympne, HYTHE, Kent CT21 4LE

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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 Good

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The provision is inadequate

Breaches to the safeguarding and welfare requirements have an impact on children's safety, learning and well-being. The committee and the manager fail to complete the necessary vetting checks to ensure those who have regular contact with children are suitable to do so. Risk assessment is not effective at identifying and minimising potential risk to children. This includes the security of the premises during drop-off and collection times. Furthermore, there is not a named deputy who is able to lead the setting in the manager's absence.

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The provision is inadequate

Children do not have access to a curriculum that is ambitious and well sequenced. This means that children do not receive a good start to their early education. For instance, they do not receive the support they need to be effective communicators. Staff do not model language well and will often stand behind children when addressing them or giving instructions. This limits the opportunities children have to observe word formation and develop their speaking skills.

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The provision is inadequate

Despite these weaknesses, most children enjoy their time at the setting. They arrive eager to select their favourite toys. Children form positive attachments with staff, who are caring and affectionate. Some children start to develop friendships as they enjoy spending their time together, chatting and engaging in role play. The connections children form with others help them to gain a sense of belonging.

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need to do better?

n Leadership and management are not effective. For example, procedures in place to assess the suitability of staff during recruitment and on an ongoing basis are not robust. There is not a named deputy to act in the manager's absence. Staff do not have a secure understanding of their safeguarding policies and procedures, and data storage is not secure. The failings in leadership and management have an impact on all areas of the setting. n Induction and supervision arrangements are not effective in ensuring that staff have the knowledge and skills they need to fulfil their role, including keeping children safe from potential harm. For instance, the manager does not share risk assessments, including those relating to outings, with new staff. This leads to avoidable incidents. Staff, including the manager, do not receive regular supervision that provides them with support and challenge. As a result, although

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need to do better?

staff are passionate about wanting to make a difference, they feel ineffective, despite their best efforts. n The manager and staff do not have a secure understanding of the curriculum. They know what children can do but fail to use this information to identify what children need to learn next. Staff do not plan activities with clear learning intentions. For example, staff set up a hairdressing station with a variety of

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need to do better?

24 November 2023 mannequin heads, brushes, combs, and clips. They recognise that children gain enjoyment from the activity but do not consider potential learning opportunities. This means that children's learning is often incidental. n Children with special educational needs and/or disabilities (SEND) do not receive the support they need to make sufficient progress. Staff do not use assessments effectively to identify and respond swiftly to emerging gaps in children's development. Shared targets from other professionals working with children are not implemented. Furthermore, staff with responsibility for children with SEND do not have a secure understanding of where to access support for those children who are falling behind. n Staff do not provide children with enough support to promote their independence. They routinely complete tasks rather than teaching children the techniques to master these themselves. For example, during mealtimes, staff

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need to do better?

open children's packets and containers instead of demonstrating techniques to enable children to become independent. In addition, staff do not recognise when to allow children to continue practising specific skills, such as rolling dough balls for their sculptures. Staff intervene and roll the ball, which does not encourage children to persevere until they succeed. n Children have opportunities to practise their physical skills, both inside and outside. This helps them develop the skills they will need to support future learning, such as pre-writing skills. Children enjoy burning off their energy in the garden, where they climb, run and jump. They learn to develop coordination as they peddle and steer ride-on toys, successfully negotiating the space around them. Children develop their pincer grip as they manipulate small items when creating towers. n Children have some opportunities to learn about what makes them unique. For

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need to do better?

example, staff provide children with pre-cut plain paper people. Staff encourage children to study their features with hand-held mirrors and draw what they see on to their paper person. During the activity, staff help children to identify their similarities and differences, such as eye and hair colour. This helps some children to start to develop a sense of self. n Staff work in partnership with parents and share children's progress during face- to-face events held every six months. This provides parents with the opportunity to have in-depth discussions with their child's key person. Staff also share information about children's day with parents during collection. Parents report that they are happy with the progress their children make during their time at the setting.

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Safeguarding

The arrangements for safeguarding are not effective.

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Safeguarding

Staff do not have a secure understanding of the procedures in place to keep children safe. This is because not all staff have the opportunity to familiarise themselves with safeguarding policies and procedures. As a result, not all staff know the procedure to follow should they need to escalate a concern, including those relating to other members of staff. Furthermore, the manager does not

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Safeguarding

24 November 2023 ensure that sensitive information is kept secure and only accessible to those who have authorised access. This means that children's safety and security cannot be assured. Despite this, staff were able to demonstrate a good understanding of the signs and symptoms of abuse, including those relating to county lines and physical abuse.

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Due date

ensure staff have a secure understanding of safeguarding policies and procedures and know the action to take should they need to escalate a concern in relation to the conduct of another staff member 15/12/2023

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Due date

ensure arrangements to assess the suitability of staff during recruitment and on an ongoing basis are robust and adhered to, including the completion of vetting checks 15/12/2023

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Due date

ensure staff have access to a thorough induction and effective supervision, providing them with the knowledge and skills they need to fulfil their roles 15/12/2023

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Due date

ensure there is an appropriate named deputy who is capable and qualified to take charge in the manager's absence 15/12/2023

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Due date

ensure risk assessments are thorough, effective at identifying and minimising potential risks to children, and fully understood and adhered to by staff 15/12/2023

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Due date

improve the arrangements in place to support children with SEND, including the implementation of shared targets and intervention at the earliest opportunity 15/12/2023

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Due date

24 November 2023 improve information security arrangements to ensure that confidential data is kept secure. 15/12/2023

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Due date

plan an ambitious and engaging curriculum that reflects children's individual learning needs, interests and stage of development, enabling them to make good progress 02/02/2024

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Due date

ensure that progress checks completed for children aged between two and three are accurate and clearly identify any gaps in children's learning. 02/02/2024

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Setting details

Unique reference number 127358 Local authority Kent Inspection number 10319687 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

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inspection

Total number of places 26 Number of children on roll 26

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Name of registered person

Punch And Judy Playgroup, Lympne Committee

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reference number

Telephone number 07527111584 Date of previous inspection 9 October 2019

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Information about this early years setting

Punch And Judy Playgroup registered in 1999. The playgroup is open each weekday, during school term times. It opens from 9am to 3pm on Mondays, Thursdays and Fridays, and from 9am to 12.45pm on Wednesdays. The playgroup committee employs four staff, of whom all hold appropriate early years qualifications. The playgroup receives funding to provide free early education for 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 and the inspector completed a learning walk together of all areas of the provision and discussed the early years curriculum. n The inspector talked to the manager, staff and children at appropriate times during the inspection and took account of their views. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The inspector spoke to parents during the inspection and took account of their views.

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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

24 November 2023 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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