The Lodge

Inspection of The Lodge SOUTHCOTE CHILDRENS CENTRE, 85 Coronation Square, READING, Berkshire RG30 3QP

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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

The setting has undergone a significant amount of change since the last inspection, including changes in staff and the management team. This has resulted in some breaches in requirements. This is due to poor practice that has not been acted upon swiftly enough to maintain good-quality provision. Safeguarding is not effective. Although staff have all received safeguarding training, they do not consistently follow policies and procedures to ensure visitors do not use their mobile phones within the vicinity of the children. Furthermore, staff are not always deployed effectively to supervise children as required. This has an impact on children's welfare.

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The provision is inadequate

The leadership team does not monitor staff's performance well enough to ensure that the staff support children's learning effectively. As a result, not all children receive a curriculum that is well planned, sequenced and supportive of their individual needs. Additionally, children's behaviour is not well managed, and staff do not support children adequately to help them learn right from wrong. Despite these weaknesses, staff are sensitive to the children and offer them comfort and reassurance as needed. Children benefit from some suitable singing and story times, although the quality of teaching has a negative impact on the children's overall learning, development and enjoyment.

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need to do better?

n Staff do not implement safeguarding policies and procedures adequately. For example, they do not enforce their procedures for visitors using their mobile phones. In addition, despite recent changes made following an incident notified to Ofsted, leaders still do not ensure staff are deployed effectively. For example, staff do not adequately supervise children when eating. Furthermore, in the toddler room, staff are not always aware that not all children are with them at snack time, and some are still playing in the other room. n New leaders, who have only very recently taken on the role, have a clear action plan in place of how they intend to improve the quality of education and provision. However, as they are so new, they have not had the time to implement these changes to improve the quality of care, education and practice. Staff comment that since the recent changes that they are starting to feel well

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need to do better?

supported. However, supervision, support, coaching and training is not fully embedded to ensure that necessary improvements are made. n Staff provide suitable levels of support for children developing their independence, such as helping them learn skills to self-serve their snacks and drinks. In addition, children can make choices about what they would like to do as they select toys. However, due to the quality of teaching, too often children are seen wandering around aimlessly with very little interaction, support and

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need to do better?

28 April 2025 direction from the staff. n Children's behaviour is variable. A lot of behaviour is overlooked by the staff, and even when it is noticed, staff do not correct unwanted behaviour consistently so that children learn right from wrong. This does not help children to feel safe and secure. Some are happy to play alongside their peers, while others demonstrate a lack of respect for each other. For example, children of all ages are seen hitting out at each other, climbing on furniture and snatching. n All children have daily opportunities to play outside and be active. For instance, children of all ages enjoy playing with sensory activities, such as sand and water. Older children enjoy structured running games organised by staff. Some staff engage with the children during activities well. However, the quality of this interaction is variable and not consistently at a good level. n Parents speak positively about the setting and comment they are happy with the

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need to do better?

continued changes that have been made since the new leader has started. They explain that the communication between them is much better and that their children are more settled. Parents receive a suitable amount of information about the setting and their children through discussion, messages on the online platform and newsletters. Partnerships with other professionals involved in children's care and education are positive.

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Safeguarding

The arrangements for safeguarding are not effective.

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Safeguarding

There is not an open and positive culture around safeguarding that puts children's interests first.

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Due date

ensure staff are deployed effectively to supervise children adequately, including when children are eating, to minimise the risk of choking 03/06/2025

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Due date

provide all staff with effective supervision, support, coaching and training to ensure they implement policies and procedures and fulfil their roles and responsibilities 03/06/2025

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Due date

28 April 2025 plan and deliver educational programmes that support all children to make good progress across the areas of learning 03/06/2025

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Due date

ensure staff manage children's behaviour appropriately to help them learn the effect of their actions on others. 03/06/2025

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Setting details

Unique reference number EY563487 Local authority Reading Inspection number 10395525 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 42 Number of children on roll 58 Name of registered person Brighter Futures For Children Limited

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reference number

Telephone number 0118 9373849 Date of previous inspection 16 August 2021

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Information about this early years setting

The Lodge registered under new ownership in 2018. The setting operates Monday to Friday, from 8am to 6pm for 50 weeks of the year. The setting receives funding to provide free early education for children aged two, three and four years. The setting employs 12 members of staff. Of these, all hold an appropriate childcare qualification at level 2 or above and the manager and deputy manager have a level 6 qualification.

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Inspection activities

n The inspector spoke with the leadership team about the management of the setting. n The inspection was carried out following the risk assessment process, following information we received about the provider. n The manager explained the nursery curriculum during a learning walk with the inspector. n Parents shared their views of the setting with the inspector. n Children spoke to the inspector about the activities they took part in. n The manager showed the inspector documentation to demonstrate the suitability of staff.

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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 April 2025 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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