Markfield Play-Away

Markfield Play-Away Methodist Church Hall, Main Street, Markfield, Leicestershire, LE67 9UU

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Inspection date

Previous inspection date 8 June 2016 21 January 2016

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Effectiveness of the leadership and management Requires improvement Quality of teaching, learning and assessment Requires improvement Personal development, behaviour and welfare Requires improvement Outcomes for children Requires improvement

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

 The provider has not yet implemented effective systems for checking on staff performance to continually develop and improve the quality of teaching practice.  Staff do not make the best use of information gained from their observations of children. They do not plan suitably challenging activities that help children make rapid progress from their starting points.  Staff do not consider fully the different ways in which children like to learn, to plan as effectively as possible for their future progress.  Systems to check that different groups of children are not disadvantaged or falling behind in their learning are not in place.  Staff do not make the best use of information gained from parents about children's achievements at home, to inform their assessments of what children know and can do.  The provider does not effectively gather the views of staff, parents and children to help bring about improvement, particularly in children's learning.

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It has the following strengths

 The provider, new manager and staff work well as a team. They have successfully addressed the safeguarding actions set at their last inspection. They are taking appropriate steps to improve the range of learning experiences children receive.  Children who have special educational needs or disability are well supported. The special educational needs coordinator works closely with parents and other provisions children attend to help support continuity in their care and learning.

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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

 implement effective monitoring systems for checking on staff performance, to evaluate their teaching practice, agree targets and plan personal development to increase the potential to continually improve their teaching practice. 08/11/2016

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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

 use the information gathered from observations more effectively to plan highly challenging and targeted activities for each child that support them to make rapid progress from their starting points  focus more precisely on the different ways in which children like to learn when planning activities, to increase the potential for them to achieve at the highest possible level  implement systems for comparing the progress made by different groups of children, to check that all children receive the support they need to ensure they are not disadvantaged and do not fall behind  use information gained from parents about what their children can do at home to inform assessments of their progress and plan more precisely for their next steps in learning  involve staff, parents and children in evaluating the quality of the provision so that improvement plans are informed by those using the service and lead to improvement

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and outside. She assessed the impact this has on the children's learning.  The inspector observed and evaluated an activity with the manager.  The inspector held a meeting with the provider, manager and a member of staff.  The inspector spoke to the provider, manager, staff and children at appropriate times throughout the inspection. She also spoke with the local authority early years improvement advisor on the telephone.  The inspector looked at the assessments of children's progress and the planning documentation.  The inspector checked evidence of the suitability of staff and looked at a sample of the playgroup's policies and procedures.  The inspector took account of the views of parents and grandparents spoken to on the day of inspection.

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Effectiveness of the leadership and management requires improvement

The arrangements for safeguarding are effective. The provider has updated and implemented an effective safeguarding policy. All staff know the correct procedures to follow should they have any concerns about a child's welfare. Staff keep up to date with mandatory training, such as paediatric first aid and safeguarding. The manager observes staff practice and has taken steps to implement a system for evaluating their teaching practices. However, this is not effective enough to have had a positive impact on improving the quality of teaching. Staff have worked closely with the local authority to bring about some improvements. However, the leadership and management do not yet engage staff, parents and children in helping to improve the quality of the learning experiences offered. The manager has detailed information about the progress individual children make. She shares this and information about children's next steps in learning with

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Effectiveness of the leadership and management requires improvement

parents through written progress reports. However, staff do not make good enough use of information from parents about what children already know and can do, to help inform their assessments and planning for children's future learning. Leadership and management do not check and compare the progress made by different groups of children, to confirm that no group is disadvantage or is falling behind.

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Quality of teaching, learning and assessment requires improvement

Staff accurately assess the progress individual children make. However, teaching is variable. Staff plan the education programme to cover the areas of learning rather than focusing on individual children's next steps in learning. As a result, children are not consistently challenged well enough to make the best possible progress. Children demonstrate good communication skills. They are confident talkers and seek out help when they need it. Older children show good thinking skills. They work out that they have to roll their dough candles thicker for them to stand up. Children give meaning to the marks they make as they proudly state their drawing is 'a rocket'.

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Personal development, behaviour and welfare require improvement

Warm relationships with parents and carers help children settle quickly into the welcoming environment. Staff are positive role models. This, and an effective key-person system, helps children form secure attachments to staff and their friends. Children behave well, listen carefully to instructions and demonstrate that they feel safe and secure. However, staff do not fully consider the different ways in which children like to learn. As a result, activities are not precisely matched to individual children's learning needs. This means that children are not always fully engaged with, or motivated by, the activities on offer to help build on their personal, social and emotional development.

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Outcomes for children require improvement

Children are working within the range of development that is typical for their age. However, they make steady, rather than good, progress from their starting points because teaching is not challenging enough. Older children write some clearly identifiable letters in their name. They are learning how to sequence objects, count and add single numbers together. Children are reasonably well prepared for the next stage of learning.

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Setting details

Unique reference number 226441 Local authority Leicestershire Inspection number 1037683 Type of provision Sessional provision Day care type Childcare - Non-Domestic Registers Early Years Register Age range of children 2 - 4 Total number of places 30 Number of children on roll 14 Name of registered person Angela Berry

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reference number

Date of previous inspection 21 January 2016 Telephone number 01530 242 578

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reference number

Markfield Play-Away was registered in 1973. The playgroup employs five members of childcare staff. Of these, one holds an appropriate early years qualification at level 5 and three hold level 3. The playgroup opens from Monday to Thursday during term time. Sessions are from 9am until 12.45pm. The playgroup provides funded early education for three-, and four- year-old children.

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reference number

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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reference number

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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reference number

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reference number

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

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