Rawlins Under 5's Playgroup

Rawlins Under 5's Playgroup
Unique reference number (URN): EY347021
Address: St. Bartholomews Primary School, Willowcroft, Quorn, LOUGHBOROUGH, Leicestershire, LE12
8HQ
Type: Childcare on non-domestic premises
Registered with Ofsted: 29/05/2007
Registers: EYR, CCR, VCR
Registered person: Rawlins Under Fives Committee
Inspection report: 11 June 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement

Expected standard
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.
How we evaluate safeguarding
When we inspect settings for safeguarding, they can have the following outcomes:
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.
Achievement Expected standard
Typically, all children, including those with emerging and special educational needs and/or
disabilities, build knowledge and skills across all areas of learning and development. They
develop the necessary social skills to build friendships and to be caring and compassionate.
For example, children help their friends to put their hoods up for outdoor play. They put their
own hoods on and say 'See, you're just like me,' demonstrating their understanding of
similarities.
Children begin to understand the importance of healthy lifestyles. They confidently share
their knowledge with staff, explaining that toothpaste helps to keep their teeth strong.
Children show dexterity and develop their physical skills as they use tools to cut and
manipulate play dough with secure hand–eye coordination. They become increasingly
confident communicators, eagerly contributing their ideas during group activities. Children of
all ages develop independence skills, such as dressing, handwashing and blowing their
noses.
Behaviour, attitudes and establishing routines Expected standard
Leaders and staff frequently praise children to acknowledge and promote their positive
behaviours. They acknowledge when some tasks are difficult for children and use
encouragement with clear directions to support them with these tasks. For example, staff
encourage children to attempt tasks such as dressing for outdoor play. They explain to
children that putting on wellies is tricky ,and clearly explain that they should hold on to staff
and push their feet in. Staff praise children and say 'Great job,' supporting their sense of
achievement.
Leaders have procedures to monitor and follow up any incidents of children's non-
attendance within the setting. This helps to ensure children's welfare and promotes the

importance of children's attendance on their learning and progress.
Staff support children to understand the expectations within the setting effectively. For
instance, staff play a tidy-up song and encourage children to help them put their toys away.
Overall, they support children's routines well, such as handwashing at appropriate times.
However, on occasion, there are inconsistencies in staff practice when supporting children
through the routine transition from mealtime to playtime. This means that children do not
consistently benefit from quality staff interactions and support during this time.
Children's welfare and wellbeing Expected standard
Staff promote and celebrate children's sense of identity effectively. For instance, they
encourage children to share photos of themselves and their families during circle time.
Children proudly and enthusiastically talk about the people in the photos, confidently sharing
information about their home lives and experiences. These opportunities help children to
develop a sense of belonging, while supporting their self-esteem, confidence and
communication skills.
Staff build warm and nurturing relationships with children. New children to the setting settle
well and form close relationships with their key person. Children, including those with
emerging and special educational needs and/or disabilities, develop positive relationships
with staff. Children demonstrate that they feel safe, secure and emotionally supported in the
setting. For example, they happily sit alongside staff to share stories, lean into them for
comfort and seek them out for cuddles and reassurance when needed.
Overall, staff promote children's wellbeing effectively. They provide a 'calm area' where
children can relax and access resources to help regulate their feelings and emotions.
Children listen attentively and contribute enthusiastically during stories that help them to
explore a range of emotions, such as feeling happy, sad, excited or grumpy. Staff support
children's emotional wellbeing by practising breathing exercises with them. However, they
do not explain the purpose of these strategies effectively or consistently remind children
when they can use them independently. As a result, opportunities to deepen children's
understanding of how to recognise and manage their emotions are not fully maximised.
Curriculum and teaching Expected standard
Leaders and staff identify children's starting points through observations, assessments and
close partnership working with parents, carers and other professionals. They implement a
curriculum based on children's individual needs, interests and next steps.
Children's communication and language development is a focus within the setting. Staff use
a variety of communication methods, including rhymes and stories, to support children's
understanding and expression of language. During story time, staff revisit new vocabulary
with older children as they learn the word 'biodegradable' and what this means.
Staff promote children's physical skills as they teach them to turn the pedals on tricycles and
sensitively support them as they climb up and go down slides. Staff provide opportunities for
children to develop their personal skills. For instance, staff encourage children to access
tissues independently to blow their noses. They promote children's health by encouraging

them to wash their hands before eating and after using the toilet. Staff provide children with
new and interesting experiences. For instance, they capture a recording of a badger visiting
the garden at night. Staff use this to help children learn about the natural world around them.
However, the teaching of mathematics through everyday play, activities and routines is not
consistently embedded to further support children's knowledge and understanding of
mathematical skills and concepts.
Inclusion Expected standard
Leaders and staff provide a welcoming and inclusive environment. They identify where
children may need additional support, including those with emerging needs and/or special
educational needs or disabilities. Staff make effective referrals to other professionals and
agencies and work together to devise targeted plans and strategies for children. They
implement small-group and one-to-one activities to support children's ongoing progress.
However, at times, staff do not consistently maximise their interactions to further extend all
children's learning.
Leaders identify where children may be eligible for additional funding. They use this
effectively to meet children's individual needs. For example, funding is used to purchase an
online subscription to create resources such as visual picture boards, to support children's
understanding and communication skills.
Staff signpost parents to other areas of support, such as communication groups, to promote
children's speech and language. They regularly share assessments and provide parents
with strategies and suggestions on how to promote home learning. This helps to provide a
consistent approach to children's learning and development.
Leadership and governance Expected standard
Leaders strive to continually improve the care, education and overall experiences provided
to children. They work closely with local authority teams to support quality improvement and
inclusive practice. Leaders support staff practice through one-to-one meetings, team
meetings and observations of practice. They implement regular professional development
opportunities for all staff. Leaders identify the setting's strengths and acknowledge where
some inconsistencies in staff practice can be further supported to enhance children's
educational experiences. The established staff team expresses its enjoyment of working in
the setting and states that leaders have been amazing in supporting them.
Leaders have oversight of and monitor children's attendance within the setting. They work
closely with parents to promote regular attendance. Leaders and staff regularly share
information about children's development with parents and carers. They encourage them to
share their own knowledge and observations of children's achievements. Staff provide
families with useful information to support children's health and wellbeing, for example on
healthy packed lunches and oral health. Parents and carers say that 'the communication
from staff is great' and comment that children love pre-school and cannot wait to bring items
from home for show and tell.
Leaders and staff work closely with the schools that children will move on to. They share
transition reports with the school to ensure a clear understanding of each child's progress,

individual needs and interests. Leaders facilitate visits from teachers; this enables children
to begin to build positive relationships with them and feel more comfortable about their move
to school.
Compulsory Childcare Register requirements
This setting has met the requirements of the compulsory part of the Childcare Register.
How we check if a provider meets the requirements of the Compulsory Childcare
Register
When we check if settings meet the Compulsory Childcare Register requirements, they can
have the following outcomes:
Met
Not met
Voluntary Childcare Register requirements
This setting has met the requirements of the voluntary part of Childcare Register.
How we check if a provider meets the requirements of the Voluntary Childcare
Register
When we check if settings meet the Voluntary Childcare Register requirements, they can
have the following outcomes:
Met
Not met
What it's like to be a child at this setting
Children benefit from learning experiences both indoors and outdoors. Staff ensure that
children have suitable clothing to play outside in the rain. Children giggle together as they

splash in the puddles with their wellies on. They use their imagination as they collect items
such as twigs and leaves to 'bake a cake'. Staff follow children's interests. For example,
children are fascinated by rainwater dripping from a drainpipe overhead. They ask staff for
an umbrella and huddle underneath it with their friends. Children show an interest in
collecting water, and staff support this interest further by providing different containers.
Children's personal care routines are supported well by staff. Children are encouraged to
develop their independence and take pride in their achievements. For example, they eagerly
and proudly share with others that they have received a sticker for using the toilet
successfully. Children learn the expectations of staff. They know to sit on a mat during circle
time, and older children know they should put their hand up to contribute to the group
conversation. Children enjoy listening to stories and engage enthusiastically in discussions
about the themes they encounter. For example, after hearing stories linked to environmental
issues, they learn about the importance of recycling and share imaginative ideas about how
to protect the oceans. Children suggest creating a robot to collect rubbish from the seabed,
demonstrating their creativity, critical thinking and growing understanding of how their
actions can help care for the environment.
Children are supported by staff to share and take turns effectively. They have positive
relationships with staff and other children. During circle time, staff and children happily sing
a welcome song to everyone. This helps children to feel included and develop a sense of
belonging within the setting. Staff identify and meet children's dietary and health
requirements. They have effective systems in place to ensure that information about
children's individual needs is shared with other staff. This helps to keep children safe and
promote their health and wellbeing.
Next steps
Leaders should help staff to extend children's learning even further through consistent
high-quality interactions.
Leaders should further support staff to embed the teaching of mathematics through
everyday activities, play and routines to provide further opportunities for children to
develop and practise their mathematical skills.
Leaders should further refine the routine transition from mealtime to playtime so that all
staff understand their roles and provide consistent support for children.
About this inspection
The inspector spoke with leaders, staff, parents and carers during the 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.

Inspector:
Mel Walker
About this setting
Unique reference number (URN): EY347021
Address:
St. Bartholomews Primary School, Willowcroft
Quorn
LOUGHBOROUGH
Leicestershire
LE12 8HQ
Type: Childcare on non-domestic premises
Registration date: 29/05/2007
Registered person: Rawlins Under Fives Committee
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 16:00
Local authority: Leicestershire
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 11 June 2026
Children numbers
Age range of children at the time of inspection
2 to 4
Total number of places

30
Our grades explained
Exceptional
Practice is exceptional: of the highest standard nationally. Other settings can learn from it.
Strong standard
The setting reaches a strong standard. Leaders are working above the standard expected of
them.
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.
Needs attention
The expected standards are not met but leaders are likely able to make the necessary
improvements.
Urgent improvement
The setting needs to make urgent improvements to provide the expected standard of
education and/or care.
The Office for Standards in Education, Children's Services and Skills (Ofsted) inspects
services providing education and skills for children and learners of all ages, and inspects
and regulates services that care for children and young people.
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