Moreton In Marsh Playgroup

Moreton-in-Marsh Playgroup St. David's Centre, Church Street, Moreton-in-Marsh, Gloucestershire, GL56 0LT

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Inspection date

Previous inspection date 11/03/2013 11/12/2008

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early years provision

This inspection: 2 Previous inspection: 2 How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 Staff have a good awareness of children's safety and help them develop their understanding of keeping safe. This means children can confidently move around the environment and initiate their own play choices.  Staff form an experienced and committed team and help children settle well. They have a good understanding of how young children learn and develop, and show great satisfaction in seeing them make progress and grow in confidence.  The warm and welcoming environment created by staff, and the effective key person system means that children form strong attachments which results in their individual needs being met.  Partnership with parents is strong and staff liaise very well with them and other professionals to support children's learning and development and ensure they are well prepared for the future.

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It is not yet outstanding because

 There are too few resources and missed opportunities to talk to children about the strategies they are using to work out a solution to a simple problem.  Writing materials are not routinely available throughout the session to support children to write for a purpose, for example, shopping lists and letters to post in role play situations.

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Information about this inspection

Inspections of registered early years provision are:  scheduled at least once in every inspection cycle – the current cycle ends on 31 July

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage or where assessment of the provision identifies a need for early inspection  prioritised where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  scheduled at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Inspection activities

 The inspector held discussions with the playgroup manager, staff and children.  The inspector observed a range of activities in the one main play area.  The inspector spoke to and took account of the views of four parents and carers.  The inspector completed a joint observation with the manager.  The inspector reviewed children's records including samples of their work.

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Information about the setting

Moreton-in-Marsh Playgroup was registered in 1989 and is registered on the Early Years Register. It is managed by a voluntary committee and operates from a community hall in the market town of Moreton-in-Marsh, Gloucestershire. The playgroup serves the surrounding area. Children use the main hall, toilets and outdoor play area. There are currently 27 children on roll. This includes 19 children funded for free early education. The playgroup provides funded early education for two, three and four-year-old children. Children attend for a variety of sessions. The setting currently supports children with special educational needs and/or disabilities. There are also several children attending who speak English as an additional language. The group opens five days a week during school term times. Sessions are from 9am to 12 midday each Monday, Thursday and Friday, and from 9am to 3pm on Tuesday and 12 midday to 3pm on Wednesday. There are four full-

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Information about the setting

time staff members who work directly with the children. Two of the staff have a National Vocational Qualification in childcare at level 3 and the manager has a Foundation Degree in Early Years. One member of staff is currently on training programmes. The group receives support from the local authority.

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To further improve the quality of the early years provision the provider should:

 provide a wider range of number resources to encourage children to be creative in identifying and devising problems and solutions in all areas of learning

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To further improve the quality of the early years provision the provider should:

 provide a range of opportunities to write for different purposes about things that interest children

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who attend

Children settle well in this welcoming environment where they are very well supported by the dedicated group of staff. The staff have a good understanding of how children learn and develop and encourage and motivate them by showing praise and enthusiasm in their work. They gather information from parents and complete observations when children begin at playgroup. They use this to identify children's interests and capabilities so they can plan suitable and challenging activities and establish children's individual needs. Staff complete individual learning journals progress records for each child which are regularly shared with parents. These contain details of children's progress in all areas of learning and help to involve parents in their children's education.

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who attend

Parents are invited to take part in and share with three monthly assessments. These are produced to ensure that children are being supported with a view to transition to school or next term's learning goals. Staff liaise well with parents and other professionals. They ensure that children with more specific needs are well supported in their development both socially and in other areas of learning. Staff continue to appreciate the need for individuality and children of all ages and abilities are making at least good progress in their learning.

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who attend

Children are involved in a wide range of meaningful activities to develop their communication and language skills. Children are confident to share and tell at circle time as they talk about items they have brought from home. Staff help children to develop personal, social and emotional skills by encouraging them to talk and listen to each other's stories. Children are beginning to understand that some children need extra help or support. Children offer to help their friends and are patient while they wait for their turn on the climbing frame. Staff are good role models and children are acquiring the skills they need to be ready for school or the next stage in their learning.

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who attend

There is a good balance of child-initiated and adult-led play and children freely use the large indoor space which is altered each day to provide a stimulating play space. For example, they develop their physical skills on the climbing frame; they slide down front first then back first; they step up and down and they climb the steps. They make snowmen out of modelling foam; they roll out a small ball and then a larger one, and then add smaller balls for eyes. Children are able to design and assemble their own models which involves identifying and looking at shapes. Children are interested in drawing and painting and these activities are always very popular, but children do not always have daily access to a literacy area with a range of different writing resources.

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who attend

Staff provide opportunities for children to count out loud in groups and on their own they join in during stories and they count the number of children at the table. Children visit the local shops and buy fruit and vegetables and are able to weigh them and ask 'how much is that?' However, there are too few resources and missed opportunities to talk to children about how to work out a solution to a simple problem, for example when making sandwiches staff do not consider the opportunities to discuss with children how many pieces they are cutting and to help them to learn the concept of more or less.

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The contribution of the early years provision to the well-being of children

Staff manage children's behaviour effectively by providing lots of praise and encouragement. Children show they feel secure and develop their self-confidence. Staff reinforce clear guidelines for behaviour and take time to explain to children the impact of their actions on others. Children are reminded not to run indoors and staff skilfully distract children that are becoming boisterous.

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The contribution of the early years provision to the well-being of children

Children are developing good self-care skills. Although children have to be supervised to the toilets staff are encouraging them to become independent in the task of washing their own hands and managing their personal hygiene. Less able children are supported very well and there are changing facilities that offer a good level of privacy.

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The contribution of the early years provision to the well-being of children

Children learn the benefits of adopting healthy lifestyles and eating well. They regularly play outdoors and have plenty of fresh air and exercise. They are reminded how to keep themselves safe when using climbing equipment and the outside area. Staff implement good procedures to safeguard children's welfare. They clearly record attendance and carry out daily risk assessments. This takes into consideration children with English as an additional language and children with special educational needs and /or disabilities. The outside area is adapted to support less mobile children with the addition of artificial turf on the hard surface and wheeled toys for a variety of abilities. Activities such as painting are provided on the floor, tables and easel to ensure all children have the access they need to fully participate.

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The contribution of the early years provision to the well-being of children

The key person system is fully developed and supports each child from entry until they move on to school. Their progress is tracked and parents are confident to approach their child's key worker at any time as well as being able to raise concerns or discuss aspects of their children's day with any member of staff.

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provision

There is a good working relationship between the staff and the committee. The manager is well supported through the management committee and the chairperson has a clear sense of responsibility for her role within the setting and ensuring requirements are met. Most of the committee members are also parents and as such spend some time in the setting each week. The voluntary rota for parents has been re-instated following a request from the staff as they feel this encourages parents to develop a greater understanding of their child's learning.

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provision

There are clear procedures in place to ensure those working with children in the setting are suitable. There are effective recruitment and selection processes in place and staff are committed to ongoing training to support their future development. Appraisals take place once a year and this is the responsibility of the committee; however the manager informs this process by closely monitoring and managing the staff team and reporting on any underperformance. She has also developed a mentoring programme for trainee staff.

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provision

There are regular meetings to discuss future areas of development. The manager uses the Ofsted self evaluation tool successfully to identify strengths and weaknesses in the provision. She involves the staff in the evaluation and seeks the views of parents and children. She has produced a clear action plan improvement and has responded positively to the recommendations from the previous inspection.

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provision

There are clear and secure systems in place to monitor the progress of each child through the use of spontaneous observation, photographs and by sharing daily information with parents. There is good planning to support individual children and good information gathered from parents at the start about their children's interests and abilities. This supports the staff to produce accurate information about children's skills, abilities and progress.

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provision

Partnerships with external agencies and other providers are strong. The manager links with other early years settings that children attend to share good practice. Links with the local school have improved significantly and strong links with the reception teacher means that children spend several sessions in the school. Children mix with reception children and are able to join in with lunch time which is helping them to prepare well for their future school life.

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Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Satisfactory Satisfactory provision is performing less well than expectations in one or more of the key areas. It requires improvement in order to be good. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement action. The provision is failing to give children an acceptable standard of early years education and/or is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be inspected again within 12 months of the date of this inspection.

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Grade Judgement Description

Met The provision has no children on roll. The inspection judgement is that the provider continues to meet the requirements for registration. Not met The provision has no children on roll. The inspection judgement is that the provider does not meet the requirements for registration.

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Inspection

This inspection was carried out by Ofsted 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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Setting details

Unique reference number 101537 Local authority Gloucestershire Inspection number 845828 Type of provision Sessional provision Registration category Childcare - Non-Domestic Age range of children 2 - 5 Total number of places 26 Number of children on roll 27 Name of provider Moreton-in-Marsh Playgroup Date of previous inspection 11/12/2008 Telephone number 07923 483970

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Setting details

set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises, which are usually the childminder’s own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. 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 Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, 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,

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Type of provision

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Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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