Teddy's Playgroup

Teddy's Playgroup St Pauls Church Hall, Huddersfield Road, Stalybridge, Cheshire, SK15 3DW

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Inspection date

Previous inspection date 1 April 2016 19 October 2012

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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 manager does not monitor staff's practice robustly. This means that improvements are not always identified or acted upon swiftly and the overall quality of teaching is variable.  Staff are not always deployed in the best possible way. Occasionally, this limits their opportunities to support children's well-being, behaviour and individual needs.  Staff do not always engage parents to contribute their own views towards children's ongoing learning and assessment in the setting.  The manager is not using self-evaluation effectively to identify key priorities in order to drive improvements forward in the setting quickly.

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It has the following strengths

 The manager has addressed the action raised at the previous inspection. Children now have more opportunities to develop their understanding of mathematics. This supports them to develop key skills for future learning.  Staff observe children's play and identify next steps in their learning. They are monitoring individual assessments at regular intervals to review children's progress.  The setting has developed closer partnerships with local schools. Staff now pass on information about children's progress to teachers. This helps to promote continuity in children's learning and development.

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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

 improve the monitoring of staff's practice and raise the quality of teaching to the highest standard overall 03/06/2016

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Due Date

 review the organisation of staff deployment and ensure children's individual needs are supported. 27/05/2016

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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 parents contributions to their children's ongoing learning and assessment in the setting  evaluate the effectiveness of the setting and identify key areas for improvement that help to rapidly improve outcomes for children.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and outdoors, and assessed the impact this has on children's learning.  The inspector completed a joint observation with the manager and held discussions with the manager at appropriate times.  The inspector looked at relevant documentation, such as staff supervisions, children's assessment information and the setting's self-evaluation.  The inspector spoke to a small selection of parents during the inspection and took account of their views.

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Effectiveness of the leadership and management requires improvement

The arrangements for safeguarding are effective. Staff understand what action to take if they are concerned about the welfare of a child in their care. They show awareness of potential risks to children in the wider community. Three staff hold appropriate childcare qualifications and all staff attend some professional development opportunities. The manager organises regular staff meetings and uses these to discuss matters and complete action plans as a team. However, actions are not always addressed quickly enough. For example, staff supervisions are not completed as agreed. Observations of staff practice are also not frequent enough to monitor the quality of staff practice, and to address any underperformance swiftly. The manager has started to evaluate the strengths and weaknesses of the setting and gains some feedback from parents. However, priorities for improvement are not clearly identified, in order to drive forward improvement quickly.

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Quality of teaching, learning and assessment requires improvement

Staff support and join in with children while they play. They record observations and identify next steps in their learning. Children's progress is monitored regularly across all areas of the Early Years Foundation Stage. This information is then used to plan activities that suit children's individual needs. Staff summarise children's achievements to share with parents. However, they have not successfully engaged parents to contribute their own views or to be involved fully with ongoing assessments. Some staff effectively engage the children. For example, while exploring the magnetic shapes, children are asked what they need to do in order to make them stick together. This promotes the children's thinking skills. However, the quality of teaching is variable. For example, while the children are painting daffodils, there are missed opportunities to extend their vocabulary and promote language effectively.

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Personal development, behaviour and welfare require improvement

Staff have developed close relationships with the children, who seek them out for reassurance when needed. This helps children to feel safe and effectively supports their emotional well-being. Children benefit from a welcoming environment with a range of activities. Staff listen to children's views and ideas. One example of this is a 'meeting' to decide which resources they would like to play with in the small-world area. Among other things, children ride bikes, play with balls and go for walks outdoors. This helps to promote their physical well-being. Children choose their own snack and serve their own drinks. This helps to support their independence skills. Children are encouraged to tidy up and are given a five minute warning to prepare them to finish their activity. However, staff are not always deployed well. For example, all children sit together for group time led by one member of staff. Children lose concentration and start to misbehave within the large

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Personal development, behaviour and welfare require improvement

group, and other staff are limited in their opportunity to offer effective support.

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Outcomes for children require improvement

Children make progress from their starting points, however, some children are working below the expectations for their age, including those who receive additional funding. Children are encouraged to make friendships and develop social skills.

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Setting details

Unique reference number 312373 Local authority Tameside Inspection number 1028128 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 25 Number of children on roll 15 Name of provider Teddy's Toddler and Playgroup Committee Date of previous inspection 19 October 2012 Telephone number 07950 312448

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Setting details

Teddy's Playgroup was registered in 1996. The nursery employs four members of childcare staff. Of these, three hold appropriate early years qualifications at level 3. The nursery opens Monday, Tuesday, Wednesday and Friday, term time only. Sessions are from 9am until 12 noon. The nursery 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

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Setting details

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Setting details

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Setting details

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