Gingerbread Cottage Playgroup

Inspection of Gingerbread Cottage Playgroup c/o Launde Primary School, New Street, Oadby, Leicester LE2 4LJ

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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 Requires improvement

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The provision is inadequate

Leaders do not ensure that staff use information they gather about children's next steps in learning to plan and deliver an ambitious curriculum. They do not plan activities to build on what children already know or try to close the gaps in children's learning. As children play, staff supervise them to keep them safe, but do not support them to fully engage in activities. All children, including those with special educational needs and/or disabilities (SEND), display signs of boredom and frequently wander around in search of something to do. Children, including those who speak English as an additional language, do not make enough progress in their communication and language, as staff do not talk to children as they play. Children do not develop positive attitudes to learning or understand right from wrong as staff are not consistent with how they manage children's behaviour. Leaders recognise weaknesses in the quality of education provided by staff, but

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The provision is inadequate

Despite the weaknesses, children are generally well settled and, overall, are happy to be at the setting. They enjoy spending time in the garden riding bicycles. Children enjoy playing with water and sand. Staff remind children to use their manners at snack time.

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need to do better?

n At the last inspection, leaders were given actions to address the breaches that were identified. They have taken steps to address these areas of weakness. All children are now allocated a key person, who assesses their development. Parents say they receive information about what their child has enjoyed at the playgroup and who their child's key person is. n Staff do not use information they gather about children to plan an ambitious curriculum. While they accurately assess their key children and create next steps in learning, they do not effectively share this information with other members of the staff team. As a result, staff do not know how to support children with their learning, or what to plan to meet their needs. They provide toys for children to play with, but do not know what they want children to learn. For example, they provide a tray of water and explain they want children to learn about the beach,

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need to do better?

but they do not know how to relate this to the skills and knowledge children need. As a result, this slows children's progress. n Staff interactions with children are poor. Staff supervise and oversee activities to keep children safe. They do not use their time with the children to develop what the children already know and can do. For example, they provide a sand pit and spades, but do not know how to use this to progress children's learning. Most learning is incidental, as children do not deeply engage with activities and often wander off as they are bored.

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need to do better?

19 June 2025 n Staff do not support children's communication effectively. When children play, staff do not talk to them or ask them any questions. At times, they make comments about what children are doing, such as 'that's nice', but they do not invite children to participate in a two-way conversation to develop their use of language for communicating with others. n Staff do not model high-quality language or teach children new vocabulary. All children, including those with SEND and those who speak English as an additional language, spend long periods of time with no interaction from staff and often play alone. There are partnerships in place with other professionals, such as speech and language therapists, to support some children. Staff do not know how to use the information they receive to develop children's communication and language. As a result, gaps in children's communication skills persist. n Staff do not support children to understand what behaviour is expected of them.

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need to do better?

When children display unwanted behaviour, staff repeatedly say 'no' and 'stop' without explaining why this behaviour may be unacceptable or the possible consequences. This does not help children to learn to distinguish right from wrong or understand how their behaviour may impact on other people. n While leaders recognise significant weaknesses in staff practice, they do not do enough to help them to improve. Leaders do not provide enough support, guidance or coaching to staff to help them to improve the quality of their teaching. n Staff support children to develop healthy lifestyles. They provide nutritious food at snack time, such as chopped fruit. Children receive regular reminders from staff to drink plenty of water. n Leaders ensure staff understand their safeguarding responsibilities. Staff thoroughly assess the risks within the environment and ensure that children are safe. All staff understand the signs and symptoms of possible abuse and

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need to do better?

understand the reporting procedures to follow in the event they had concerns about a child, or needed to make an allegation against a member of staff.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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Due date

19 June 2025 devise and implement an effective curriculum and ensure staff understand how to plan activities that build upon what children already know and can do 18/07/2025

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Due date

provide engaging and meaningful learning experiences that build upon what children already know and can do 18/07/2025

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Due date

develop staff interactions with children to fully support their communication and language, to close emerging gaps 18/07/2025

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Due date

increase staff skills and understanding of how to support children with SEND and help them make progress 18/07/2025

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Due date

provide effective coaching, support and training to improve staff knowledge and skills to raise the quality of teaching 18/07/2025

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Due date

ensure staff manage children's behaviour in an appropriate way, to help children to learn right from wrong. 18/07/2025

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Setting details

Unique reference number EY440542 Local authority Leicestershire Inspection number 10409468 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register Day care type Sessional day care

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inspection

Total number of places 38 Number of children on roll 44 Name of registered person Gingerbread Cottage Playgroup Limited

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reference number

Telephone number 01162711970 Date of previous inspection 29 August 2024

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Information about this early years setting

Gingerbread Cottage Playgroup registered in 1993 and re-registered in 2012. It is located in Oadby in Leicestershire. The playgroup employs four members of childcare staff, three of whom hold appropriate early years qualifications at level 2 or above. The playgroup opens Monday to Friday, during term time only. Sessions are from 9am until 3pm. The playgroup provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n We carried out this inspection as a result of a risk assessment, following information we received about the provider. n The inspector viewed the provision and discussed the safety and suitability of the premises. n The manager and the inspector completed a learning walk together and discussed the early years curriculum. n Children spoke 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 inspector spoke with the nominated individual about the leadership and management of the playgroup. 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 playgroup with the inspector. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the playgroup.

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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

19 June 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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