Robert Bakewell Playgroup

A specialist sensory room, an enclosed garden and regular visits to neighbouring classrooms give Robert Bakewell Playgroup a recognisable character: practical independence and preparation for school sit alongside space for children who need a quieter setting. This Loughborough playgroup has capacity for 48 children and accepts children from age two. It occupies purpose-built facilities within the grounds of Robert Bakewell Primary School.

At its 19 January 2026 inspection, Ofsted judged achievement, inclusion, and behaviour, attitudes and routines to be Strong standard, with curriculum and teaching, leadership and governance, and welfare and wellbeing at Expected standard; safeguarding standards were met. Those are separate area judgements, rather than a single overall grade. The important distinction for parents is between the strengths in children's development and inclusion, and the work still needed to sharpen larger-group teaching and individual guidance for staff.

Attendance is term-time, with full days, mornings and afternoons offered on weekdays. That makes this a setting to consider for families building childcare around the school calendar, including those who want shorter sessions.

Rooms and Ages

Multiple playrooms, an enclosed garden and a specialist sensory room provide different spaces for activities. Named rooms include Bakewell Bear Room and Robert Rabbit Room, where a SENCO is based.

In January 2026, children attending were aged two to four. They chose activities across the rooms, built with soft blocks and explored the outdoor mud kitchen. Finding a step to reach a tower's top gave one practical example of independent problem-solving.

Learning and Activities

The Early Years Foundation Stage (EYFS) sets out children's learning, development and care. Activities are planned around individual interests and needs, then assessed and reviewed. The key person works with the family to connect that planning to the child.

In January 2026, counting, number recognition and comparisons of quantities were woven into activities. Book discussions returned to unfamiliar vocabulary, while questions encouraged children to explain their thinking. Pipettes provided practice for small hand movements, and paint and mark making gave children opportunities to experiment creatively. These are concrete ways of combining language, early mathematics and physical development through play.

In January 2026, individual work and smaller groups included targeted communication activities. Larger adult-led groups needed teaching more closely matched to each child's developmental stage.

Outdoor and Community Life

Access to Robert Bakewell Primary School's playground and field extends the opportunities for sport and exploration beyond the playgroup garden. The school hall also hosts the playgroup's annual Christmas production. These shared spaces give the school relationship a practical role throughout the year.

Regular school visits introduce children to classrooms, facilities and staff, while Reception teachers and the school's SENCO can visit children at playgroup. The playgroup describes its relationship with Robert Bakewell Primary School as supporting the move into school. Attendance does not guarantee a Reception place: families must still use the local authority admissions process.

Relationships and Communication

Each child's key person supports settling and works with parents to adapt care to their interests and needs, giving families a continuing contact. Daily collection feedback complements regular progress updates.

In January 2026, familiar routines included greetings, songs and group activities. Children practised managing coats, shoes and aprons, and opening their lunch items. The emphasis was on doing manageable tasks themselves, including helping one another at lunch, rather than leaving every practical job to adults.

Some newer children were less settled in January 2026, moving between activities while closer relationships developed. Staff helped them learn routines and build connections, making individual settling support an important consideration.

Inclusion and Wellbeing

At the January 2026 inspection, Ofsted found that children made excellent progress, including those with SEND, through carefully adapted support, and that the sensory room helped children manage their emotions and return to activities. In January 2026, staff supervision meetings needed more specific guidance for improving individual practice.

In January 2026, visual timetables helped children understand what would happen during the day, and staff used simple language alongside Makaton to support communication. Children's next steps were reviewed, with parents involved in decisions about support. The practical value lies in those adjustments to ordinary activities and routines, rather than a separate promise of inclusion.

Current support arrangements include a SENCO, help with referrals and collaboration with speech and language therapists, educational psychologists and local health professionals. Indoor and outdoor areas are accessible. Important documents can be translated into most languages, and translation apps have been used for conversations with families, offering another way to make communication workable.

The team includes designated safeguarding lead roles, practitioners and apprentices, with study in early childhood and language and literacy represented among staff. On The Button is software for monitoring and reporting children's and staff's safeguarding and wellbeing. Medical conditions require an agreed care plan, and prescribed medication needs written parental consent.

Sessions and Attendance

The address is Barsby Drive, Loughborough, LE11 5UJ. Opening hours are 8.30am to 3pm, Monday to Friday, during term time; bank holidays and scheduled breaks are closures.

Full days start at 8.30am or 9am and finish at 3pm. Mornings use the same starts and end at 11.30am; afternoons run from noon or 12.30pm to 3pm.

Enquiries can be made by telephone, email or the contact form, and a visit-booking form is provided. Completing the application puts a child on the waiting list and does not guarantee a place. After an offered place is accepted, further family details and a birth certificate are required for admission.

Funding and Paid Extras

Funded childcare is accepted for two-, three- and four-year-olds, including the working-parent entitlement of 30 hours. The 15-hour entitlement for three- and four-year-olds begins the school term after the child turns three. Eligible two-year-olds receiving other government support may access 15 hours from the term after turning two. Attendance is term-time, and the setting accepts children from age two despite the wider working-parent scheme extending to younger children.

Private hours are charged when funding does not cover attendance, including additional hours beyond the funded entitlement. Funding paperwork includes a birth certificate copy and a Statement of Undertaking. Tax-free childcare payments are accepted; current prices come in the playgroup's written quotation.

Parents supply packed lunches for full-day attendance and sessions covering noon to 3pm; snacks and drinks are provided, and the playgroup publishes a nut-free policy. Families must give dietary and allergy information in writing.

Parents also provide nappies when needed and wipes, along with spare clothes, indoor shoes and wellies to keep at playgroup. Those supplies are part of preparing for attendance, including messy and outdoor activities.

The terms and conditions require a non-refundable registration charge and one month's written notice by email to withdraw. Fees remain due during that notice period and for sessions missed through illness or holidays, so a change in attendance can still carry a financial commitment.

• Settling into the rooms. Some newer children were still developing relationships and familiarity with routines in January 2026. At a visit, ask how the key person will support your child's first sessions and review their adjustment.
• Teaching and staff development. January 2026 improvement actions covered the fit of larger-group activities and the precision of guidance in staff supervision. Ask what has changed in both areas, especially how activities are adapted for your child's stage.
• Term-time attendance. Full days and shorter sessions end at 3pm, and the playgroup closes during scheduled school breaks. This pattern suits a school-calendar routine but requires a separate plan for care beyond those hours and holidays.
• Lunch and allergies. Packed lunches come from home under the playgroup's nut-free policy. Allergy-affected families should confirm current practice and the child's care arrangements before attendance.

Robert Bakewell Playgroup suits families seeking either a term-time full day or shorter morning and afternoon sessions, with a strong practical connection to primary-school life. The sensory room, key person system and access to school spaces give that offer substance. In January 2026, achievement and inclusion reached Strong standard, while group teaching and staff supervision needed specific improvements. For a child who needs support with communication or a carefully managed move towards school, the mechanisms described here are useful reasons to consider it.