St Paul's Playgroup

Inspection of St Paul's Playgroup Semilong Community Centre, Norfolk Terrace, Northampton, Northamptonshire NN2 6HS

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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

Children's safety is not assured. Staff are not vigilant at assessing when children are at risk, for example children are not consistently observed by staff when eating. In addition, as children play, toys are on the floor and create a trip hazard.

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The provision is inadequate

Children do not receive a good quality of education. Staff do not carefully assess children to identify gaps in their learning or plan accurate next steps. Some staff interactions are poor and do not support children's learning. Consequently, children are not purposefully engaged and behaviour issues emerge. Staff do not consistently maintain boundaries or help children to understand right from wrong. Therefore, some children do not understand the expectations in terms of behaviour. Staff do not provide enough support for children's communication and language, including children who speak English as an additional language. Leaders do not recognise these weaknesses in practice and do not provide the coaching, support and training of staff to help improve their practice.

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The provision is inadequate

Despite these weaknesses, children enjoy their time at the playgroup. They are eager to see the kind and nurturing staff, who greet them with affection. Children find their friends as they invite them to join them hunting for bugs with magnifying glasses. Children are confident to ask the staff when they need help, for example when trying to cut with scissors or using the pedals on a bike.

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need to do better?

n Leaders and managers have not provided staff with the support they need to understand when children may be at risk of harm. Staff are not able to identify when children may be at risk of choking. For example, staff do not intervene as children walk around with food in their mouths and kneel on chairs as they eat. However, staff are able to identify signs of abuse and who they need to contact if they have concerns. n Leaders do not identify weaknesses in staff practice, for example how to support children's learning through their play. Leaders do not provide the coaching, support and training staff need. This has a detrimental impact on the quality of care and education that children receive. n Behaviour is not managed effectively. Staff do not consistently address poor behaviour, for example, when children throw toys and ride scooters through other children's play. When behaviour is addressed, staff do not support children

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need to do better?

with their understanding. For example, when children draw on the wall, staff respond with 'no, don't do that', rather than explaining where they can draw. That said, children are kind to one another and share well with their friends. n Staff do not consistently support children's communication and language. When they ask children questions, staff do not always give time for them to answer.

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need to do better?

17 June 2025 For example, when naming shapes, staff tell children it is a circle before they can respond. In play, staff do not always model words and simple phrases. As a result, gaps in this area of learning are widening, particularly for children who speak English as an additional language. n Managers plan the curriculum and identify what they want children to learn. However, this is not shared effectively with staff to ensure they understand what it is that managers want children to learn from the activities that are planned. Consequently, some staff supervise activities, rather than engaging in quality interactions and supporting children to have a positive attitude to learning. As a result, children become bored and disruptive in their play. n Staff do not consistently use routine activities to help children to build on what they already know. Although the staff can identify some areas of learning

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need to do better?

appropriate for the ages of the children they care for, they do not accurately identify gaps to support children with the next steps of their learning. For example, staff focus on teaching shapes, recognising numbers and writing, rather than helping children's early language acquisition. n Staff support children to develop a love of books. Children self-select stories for staff to read. Children look for the butterfly they have found in a minibeast book. In addition, managers plan stay-and-read sessions with parents to promote continuing this love of reading at home. n Staff have good relationships with parents. They explain how they are kept informed about children's day-to-day activities and learning through conversations with staff and their child's learning portfolio. They talk about how staff support them with ideas to help, such as toilet training. n Staff support children with understanding how to manage their self-care.

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need to do better?

Children wipe their own nose when dirty and put on sun cream when it is sunny. Staff ensure children are physically active everyday, through dancing and outside play time. Staff explain to children the importance of why they need to clean their teeth.

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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

17 June 2025 take all reasonable steps to ensure children are not exposed to risks, specifically with regard to hazards in the environment and at mealtimes 31/07/2025

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Due date

ensure staff receive ongoing supervision and are provided with support, coaching, and training to promote the development of children 30/09/2025

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Due date

ensure staff support, understand and manage children's behaviour in an appropriate way 30/07/2025

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Due date

ensure children whose home language is not English have sufficient opportunities to learn and reach a good standard in the English language 31/07/2025

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Due date

ensure each child's level of development is accurately assessed and delays in children's development are quickly identified and supported to help all children to make rapid progress 30/09/2025

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Due date

plan and provide learning experiences that focus on children's most relevant next steps in their learning 30/09/2025

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Due date

ensure that staff interactions with children are consistently effective in extending their learning. 30/09/2025

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Setting details

Unique reference number 220081 Local authority West Northamptonshire Inspection number 10398469 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 Sessional day care

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inspection

Total number of places 30 Number of children on roll 36 Name of registered person St Paul's Playgroup (Semilong) Committee

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reference number

Telephone number 07923053411 Date of previous inspection 24 October 2019

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Information about this early years setting

St Paul's Playgroup registered in 1999 and is located in the Semilong area of Northampton. It employs seven members of childcare staff. All staff hold appropriate early years qualifications at level 2 and 3. The playgroup opens during term, Monday and Tuesday from 9am to 3pm, Wednesday from 9am to 1pm, Thursday from midday to 3pm, and Friday from 9am to midday. It provides funded early education for children.

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Inspection activities

n The manager and inspector completed a learning walk to gather information about how the provision and curriculum are organised. n The manager and inspector carried out two joint observations to evaluate the effectiveness of teaching. n The inspector spoke to parents and took account of their views. n The inspector spoke to staff at appropriate times during the inspection and took account of their views. n The inspector observed the quality of teaching, indoors and outdoors, to assess the impact of this on children's learning. n The inspector spoke with the provider about the leadership and management of the setting and looked at relevant documentation and evidence of staff suitability.

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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 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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