Robert Bakewell Playgroup Limited

Robert Bakewell Playgroup Limited

Unique reference number (URN): EY423120 Address: Barsby Drive, Loughborough, Leicestershire, LE11 5UJ Type: Childcare on non-domestic premises Registered with Ofsted: 26/04/2011 Registers: EYR, CCR Registered person: Robert Bakewell Playgroup Limited

p.1

Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

p.1

Achievement Strong standard

All children make excellent progress from their starting points. Any gaps in children's learning close rapidly, particularly in their communication and language. Children become confident communicators, who can express their ideas, listen carefully and respond thoughtfully.

p.2

Achievement Strong standard

Children develop their independence consistently. They learn to put on their own coats, shoes and aprons. Children persevere with tasks and keep trying when they find things difficult. Children with special educational needs and/or disabilities benefit from carefully planned support that enables them to develop the same self-help skills as their peers. At mealtimes, children proudly demonstrate their independence by opening their own lunch items and even teaching their friends the 'pinch, pinch, pull' technique they have mastered. Children are well prepared for their next stage of learning. They demonstrate the knowledge, confidence and personal skills they need to move on successfully. Children benefit from individual time with members of staff, which helps tailor their learning and ensure high levels of sustained progress.

p.2

Behaviour, attitudes and establishing routines Strong standard

All children behave very well and thrive in the calm and purposeful atmosphere that leaders and staff create. Staff have clear expectations for behaviour, which children consistently understand. Children follow instructions without hesitation. Staff ensure that routines are firmly embedded. As a result, children know what to do and move smoothly between activities with confidence. Children feel emotionally secure and are confident to ask for help when they need it.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children display highly positive attitudes to learning. They persevere when tasks are trickier and show pride in their achievements. Staff model respectful interactions, and children mirror this in the way they play, share and collaborate with one another. Children manage their own behaviour well, regulating their emotions very well during their play and group times. Leaders promote children's attendance effectively. They work closely with families to establish effective routines. This ensures that children benefit from regular and consistent time in the setting.

p.2

Behaviour, attitudes and establishing routines Strong standard

Mealtimes are a particular strength. Children remain seated throughout lunch and follow the established rules and demonstrate impressive independence. They remind staff to bring the rubbish bins to the tables and use them without prompting. These routines are so well embedded that children support one another, contributing to a smooth and respectful lunchtime experience. Children's behaviour and attitudes are consistently positive. This contributes to a highly settled, orderly and nurturing environment.

p.2

Inclusion Strong standard

Leaders have established a deeply inclusive culture where they identify all children's needs and support them quickly and accurately. They have a precise overview of children's needs. Leaders ensure that assessments, including the progress checks when children are aged between 2 and 3 years, are accurate and reflective of children's emerging strengths and barriers. Staff know their key children very well. They use this knowledge to plan thoughtful adaptations that enable every child to participate, engage and succeed. The graduated approach is implemented effectively. This results in clear and targeted next steps that are reviewed regularly to check their impact.

p.3

Inclusion Strong standard

Leaders work closely with parents and carers, who feel well informed and involved in decisions about their child's support. There are excellent partnerships with external professionals, including local authority special educational needs and/or disabilities teams, medical specialists and those involved in child protection conferences. This ensures that children receive timely and coordinated help. Children benefit from staff using simple vocabulary and Makaton. Staff use visual timetables to help children to understand the daily routine. They consistently communicate at children's level using eye contact and clear language to support their understanding. Children engage well with others and benefit from activities that meet their individual needs.

p.3

Inclusion Strong standard

Leaders use early years pupil premium funding appropriately to have a clear and positive impact on children's engagement, confidence and progress. The sensory room provides a calm and supportive space that helps children to regulate and re-engage successfully. As a result, all children make excellent progress from their starting points. They experience a curriculum that is ambitious, accessible and responsive to their individual needs.

p.3

Children's welfare and wellbeing Expected standard

Children are happy, settled and emotionally secure in this welcoming environment. They form warm bonds with staff and confidently ask for help when they need it. Most children play alongside others with ease and show high levels of engagement in their activities. Staff promote positive hygiene routines, such as children washing their hands before eating. Children follow these routines with increasing independence.

p.3

Children's welfare and wellbeing Expected standard

The environment is safe, calm and well organised. This helps children to feel comfortable and ready to explore. Staff encourage healthy choices and talk to children about different fruits and vegetables, including peppers and cucumbers. At snack time, children enjoy choosing between apples and cucumbers and learn to recognise these foods confidently. Children with special educational needs and/or disabilities take part fully in care routines, including mealtimes, with small adaptations made when necessary to support their independence and comfort.

p.3

Children's welfare and wellbeing Expected standard

Children are beginning to recognise and manage their emotions through a range of targeted activities. This helps them to understand how they feel and how to express themselves appropriately. While most children demonstrate secure attachments and follow routines well, those who are newer to the setting sometimes appear less settled. They may float between activities or not yet show the same close bonds with staff or peers. Leaders continue to work with staff to support these children sensitively, so they become familiar with routines and develop stronger relationships over time.

p.3

Curriculum and teaching Expected standard

Leaders have designed a curriculum that covers all areas of learning. It reflects a clear understanding of what they want children to know and be able to do. Staff embed children's mathematical learning throughout the day. Children benefit from opportunities to practise counting, recognising numbers and comparing quantities. Staff provide targeted intervention sessions, which are purposeful and well delivered. This helps children to develop specific skills, such as strengthening their early communication. Staff read books with enthusiasm. They ask questions that check children's understanding and revisit vocabulary to embed learning. Children confidently describe a tree using words such as 'trunk' and 'branches'. Staff ask open-ended questions that encourage children to think and express their ideas.

p.4

Curriculum and teaching Expected standard

The curriculum for personal, social and emotional development is clear. Staff teach children about their emotions and help them to become confident to express themselves. They promote physical development through activities, such as using pipettes to strengthen their small muscles. Children enjoy being creative as they explore paint, colour and mark making freely. Staff generally adapt their teaching appropriately for different ages and stages, including for children with special educational needs and/or disabilities and those who speak English as an additional language. Children benefit from highly-tailored activities in small focus groups and individually with members of staff. However, when staff lead activities in larger groups, these are not always focused precisely enough to support each child's individual learning.

p.4

Leadership and governance Expected standard

Leaders have an accurate and realistic understanding of the provision. They monitor practice closely and use this oversight to identify strengths and areas that require further development. Leaders act swiftly when improvements are needed. Leaders support less- experienced staff well, offering guidance, modelling positive practice and ensuring that they have access to relevant professional development opportunities. This helps to build staff's confidence and consistency across the setting. Staff report feeling well supported by their leaders.

p.4

Leadership and governance Expected standard

Partnerships with parents and carers are effective. Leaders communicate clearly and work closely with all families to support children's learning, wellbeing and individual needs, including those children with special educational needs and/or disabilities. Leaders have established strong links with local schools and help to secure smooth transitions for children moving on to their next stage of education.

p.4

Leadership and governance Expected standard

Leaders are mindful of staff's workload and take steps to ensure that their expectations are manageable. They provide supervision sessions for staff. These have become more regular as part of leaders' ongoing improvement work. However, while these meetings provide space for reflection and support, they are not yet precise enough in identifying clear, individual next steps. This does not consistently further strengthen staff's practice and high- quality teaching.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

What it's like to be a child at this setting

Children arrive happily and settle quickly into the calm and welcoming environment. They are greeted warmly by staff, who know them well. This helps children to feel secure from the moment they walk through the door. Children move confidently around the rooms and choose activities that interest them. They join their friends in play. Children show curiosity and enthusiasm. They enjoy exploring the mud kitchen outside, building towers with soft blocks and engaging in imaginative play.

p.5

What it's like to be a child at this setting

Children benefit from nurturing relationships with staff. They are comfortable approaching staff for reassurance or support, who respond with patience and warmth. Most children demonstrate a clear sense of belonging. They join in with familiar routines, such as morning greetings, songs and group activities. Children who are newer to the setting receive sensitive support. They learn the routines and begin to form closer bonds with staff and other children. Children are kind and care about each other. They patiently wait for their turn in games and help their friends.

p.5

What it's like to be a child at this setting

Children enjoy learning alongside each other. They listen attentively during small-group sessions, take turns and show pride when they contribute ideas. Staff encourage them to think, solve problems and explore independently. For example, children use their thinking

p.5

Address:

Barsby Drive Loughborough Leicestershire LE11 5UJ skills to find a step to reach the top of the tower they are building. Children show determination and resilience. They persevere and try again when they find something tricky, such as opening packets in their lunchbox. Children become independent and able to manage their own needs.

p.6

Address:

Staff prioritise children's wellbeing. They support children to recognise and talk about their feelings. Staff provide targeted activities to support children's understanding of their emotions and social communication groups to further develop children's confidence and ability to express their needs. Children learn how to keep themselves healthy. Staff ensure that children feel safe. Children demonstrate this through their relaxed interactions, confidence and willingness to explore. All children make clear progress from their starting points.

p.6

Next steps

Leaders should review the organisation of group activities so that teaching can be more precisely matched to the ages and stages of the children taking part. Leaders should ensure that staff supervision sessions include more specific, actionable guidance so that individual practice continues to improve.

p.6

About this inspection

The inspector spoke with leaders, staff and parents and carers during the inspection.

p.6

About this inspection

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. Type: Childcare on non-domestic premises

p.6

About this inspection

Registered person: Robert Bakewell Playgroup Limited

p.7

About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 15:00

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

p.8

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8