Moorgate Early Years Centre

Moorgate Early Years Centre Moorgate Nursery School, Moorgate, Ormskirk, Lancashire, L39 4RY

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Inspection date

Previous inspection date 5 April 2016 7 July 2010

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3

Effectiveness of the leadership and management Requires improvement Quality of teaching, learning and assessment Requires improvement Personal development, behaviour and welfare Good 2

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3

Outcomes for children Requires improvement

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This provision requires improvement. It is not yet good because:

 Staff do not have consistently high expectations of the progress children could make or use the information gained from observations and assessments effectively, to plan challenging learning experiences for individual children.  Tracking and monitoring of children's progress are not robust enough to identify individuals or groups of children who may not be achieving at the expected levels.  Monitoring of staff performance is not well focused on how to improve the quality of teaching to improve the outcomes for children. As a result, children do not always make the progress they are capable of in some areas of development.  Evaluations of the strengths and weaknesses of the setting are not thorough enough and actions for improvement are not closely linked to outcomes for children.

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It has the following strengths

 Staff are warm and caring, and they establish bonds with children quickly. Children are happy, relaxed learners, and they move confidently on to the next stage of their education.  Good communication between staff and parents supports children's welfare. Parents feel that staff are approachable, welcoming and meet children's care needs well.  The new manager is enthusiastic and has introduced new strategies and innovations that have improved teaching and learning in some areas.  Staff plan activities that are interesting and spark children's curiosity and imagination.

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What the setting needs to do to improve further

To meet the requirements of the Early Years Foundation Stage the provider must:

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Due Date

 ensure that information from observations and assessments is used effectively and consistently to plan challenging activities matched precisely to children's individual learning needs and high expectations of what they can achieve 13/05/2016

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Due Date

 ensure the arrangements for monitoring and evaluating staff's teaching practice consistently raise the quality of teaching and outcomes for children 13/05/2016

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Due Date

 improve systems for monitoring children's progress in order to identify individuals and groups of children that may benefit from appropriate intervention to close any gaps in learning. 13/05/2016

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Due Date

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

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Due Date

 improve self-evaluation and action planning to include a stronger focus on improving outcomes for children.

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Inspection activities

 The inspector held meetings with members of staff, including the manager, the director of the committee, and the teaching staff.  The inspector looked at a wide range of documents, including action plans, the self- evaluation paperwork, and evidence of the suitability of staff working in the setting.  The inspector spoke to a significant number of parents, both in person and over the telephone, and took account of their views.  The inspector observed the quality of teaching, both indoors and outside, and assessed the impact this had on children's learning. The inspector completed a joint observation with the manager.

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Effectiveness of the leadership and management requires improvement

Arrangements for safeguarding are effective. Checks on suitability, access to the setting and policies are all well managed to ensure children are safe at all times. Expectations of the levels children can achieve are not consistently appropriate and children's progress is not monitored robustly. Leaders are not monitoring staff often enough and are not giving regular support to help staff reflect upon and improve their teaching. The manager is new to the post and is keen to make improvements, although her understanding of the statutory requirements is not yet good. She engages with support from linked settings on the site and with the local authority to help develop practice. The manager has put improvements and training into place that have had a positive impact on the teaching and assessment of children's speaking and listening skills. However, the self-evaluations do not take account of the views of parents or children and are not thorough enough to ensure

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Effectiveness of the leadership and management requires improvement

development plans focus on improving outcomes for children in all areas of learning.

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Quality of teaching, learning and assessment requires improvement

Staff regularly plan interesting activities that the children enjoy. They all take part in hunting bugs for the bug hotel using magnifying glasses and gentle hands, and learn new words to describe what they see. However, activities are not consistently well matched to children's needs and their next steps in learning. Expectations of the progress children can make are not consistently high enough. Staff assess children's abilities, but these assessments are not regularly used to shape plans and training so that leaders can ensure all children are making the best possible progress. Communication with parents is frequent and children move confidently into the nursery school due to good quality transition arrangements.

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Personal development, behaviour and welfare are good

The inside and outside environments have high-quality resources and these are used well to encourage children to enjoy learning. Children enjoy physical play and they share and play together well. Staff support them well in learning how to keep themselves safe outside. They are encouraged to have a healthy lifestyle and are given a choice of healthy snacks during the day. They are taught about positive hygiene practices such as washing hands. Children are encouraged to have good manners and respect for one another. When younger children take a nap during lunch club, the others lower their voices and chat quietly so as not to disturb them. They are developing their understanding of right and wrong and are encouraged to develop their independence. Children put on their own outdoor boots and coats and are confident to ask for help when they need it.

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Outcomes for children require improvement

Not all children are making the best progress possible. Staff do not always identify appropriate next steps for their learning, and plan for these effectively. Leaders are not monitoring teaching and progress robustly enough to put interventions into place to support any children who might be at risk of not achieving their full potential. Children are developing the social skills and self-care skills they need for their future learning at nursery school or school.

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Setting details

Unique reference number EY241302 Local authority Lancashire Inspection number 855847 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 8 Total number of places 120 Number of children on roll 54 Name of provider Moorgate Early Years Centre Committee Date of previous inspection 7 July 2010 Telephone number 01695 573470

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Setting details

Moorgate Early Years Centre was registered in 2003 and is located within a nursery school in the town of Ormskirk in Lancashire. The centre takes children from two years to eight years of age and supports disabled children and those with special educational needs. There are currently nine members of staff, of which eight hold appropriate childcare qualifications, including two at degree level. The centre is open Monday to Friday term time only from 7.30am to 6pm. The centre provides funded early education for two-, three- and four-year-old children.

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Setting details

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

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

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Setting details

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Setting details

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Setting details

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