Markfield Play-Away

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

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Inspection date

Previous inspection date 14 March 2017 8 June 2016

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This inspection: Inadequate 4

Previous inspection: Requires Improvement

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This inspection: Inadequate 4

Effectiveness of the leadership and management Inadequate 4

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This inspection: Inadequate 4

Quality of teaching, learning and assessment Inadequate 4

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This inspection: Inadequate 4

Personal development, behaviour and welfare Inadequate 4

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This provision is inadequate

 Recruitment and vetting procedures are not effective in making sure that all people looking after children are suitable to fulfil the requirements of their role and to ensure children's safety and welfare.  The manager does not communicate what her expectations of staff are clearly enough. Action taken to develop practice has not been effective in improving the quality of teaching within the pre-school.  The key-person system is not implemented effectively within the pre-school. Staff are not clear about who their key children are in order to effectively support their individual learning needs.  The quality of teaching is variable and does not always support children to make good progress in their learning. Staff do not use observation and assessment to plan activities in order to ensure that all children make good progress.

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It has the following strengths

 The manager and staff are kind and caring. They provide an inclusive environment where children and parents are warmly welcomed.  Children behave well, given their stage of development. Staff encourage them to share, take turns and use good manners.  Parents speak very well of the manager and say they are happy with the service provided.

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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 recruitment and vetting procedures to ensure that all people looking after children are suitable to fulfil the requirements of their role 16/06/2017

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Due Date

 record accurate information about staff qualifications, identity checks and vetting processes that have been completed, including the Disclosure and Barring Service check reference number, the date the disclosure was obtained and details of who obtained it 16/06/2017

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Due Date

 implement effective arrangements for the supervision of staff which provide training and support in order to raise the quality of teaching to a consistently good standard 16/06/2017

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Due Date

 implement an effective key-person system to ensure that all staff work in partnerships with parents, and are able to effectively support and promote children's individual needs 16/06/2017

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Due Date

 improve the use of information gained from observing children to understand their level of achievement and learning styles, and to shape learning experiences that help children make the best possible progress. 16/06/2017

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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 spoke with staff and children during the inspection.  The inspector completed a joint observation with the provider.  The inspector held a meeting with the provider. She looked at relevant documentation and evidence of the suitability of staff working in the pre-school.  The inspector spoke to a number of parents during the inspection and took account of their views.

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Effectiveness of the leadership and management is inadequate

Safeguarding is not effective. The provider has not implemented robust vetting procedures to ensure that staff working with children have the skills, knowledge and understanding to fulfil their role. She has not checked and recorded the relevant information verifying that all members of staff working with children have a Disclosure and Barring Service check. The manager meets with staff and they respond to her direction. However, supervision and performance management systems are not successful in tackling underperformance. Consequently, the quality of teaching is not good enough and does not promote children's progress effectively. The manager and staff are vigilant about children's safety. They generally recognise the signs and symptoms of abuse and have an adequate knowledge and understanding of child protection procedures. Staff conduct daily risk assessments and take action to ensure that the environment is suitability maintained and welcoming to

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Effectiveness of the leadership and management is inadequate

children. Adult-to-child ratios are well maintained. Staff are deployed effectively to ensure that children receive suitable levels of supervision.

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Quality of teaching, learning and assessment is inadequate

Some staff do not have a good enough knowledge of how to promote children's learning. As a result, teaching is too variable and is not matched to children's individual needs. Not all staff support children effectively to ensure that activities sustain their interest or provide sufficient challenge. They do not always use effective strategies to encourage children to think, solve problems or find new and different ways to do things. Staff observe children's learning and development. However, they do not make use of the information gathered to plan first-hand experiences and challenges appropriate to the development of each child. Under the manager's instruction, staff prepare the environment so that children have access to a suitable range of toys and resources. Children are adequately occupied as they choose what they want to do. Partnerships with parents are friendly and trusting. The manager ensures that she keeps them appropriately

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Quality of teaching, learning and assessment is inadequate

informed of relevant news about the pre-school and their child.

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Personal development, behaviour and welfare are inadequate

Staff's knowledge and understanding of the role of the key-person system are not clear. They do not know who their key children are and parents have not been informed of their child's key person. This has an impact on staff's ability to help ensure that every child's care and learning are tailored to meet their individual needs. Overall, children's good health is appropriately promoted. They chose from a varied selection of foods at snack time and are encouraged to bring a healthy packed lunch from home. Children benefit from daily exercise outdoors as well as taking part in physical activities inside, such as dancing and group games. Children show developing independence in their self-care skills. For example, they find and put on their own coats before playing outside.

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Outcomes for children are inadequate

Weaknesses in leadership and management and teaching mean that children are not well supported in their learning and development. Although children enjoy their time at the pre-school, they do not make the best possible progress. This is because staff do not challenge children well enough in order to fully prepare them for their next stage in their learning.

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Setting details

Unique reference number 226441 Local authority Leicestershire Inspection number 1086764 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 9 Name of registered person Angela Berry

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reference number

Date of previous inspection 8 June 2016 Telephone number 01530 242 578

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reference number

Markfield Play-Away was registered in 1973. The pre-school employs five members of childcare staff. Of these, two hold appropriate early years qualification at level 3. The pre- school opens from Monday to Thursday during term time. Sessions are from 9am until 12.45pm. The pre-school 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

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