Jolly Time Playgroup

Jolly Time Playgroup Woodland Way, Mitcham, Surrey, CR4 2DZ

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Inspection date

Previous inspection date 9 January 2018 19 March 2015

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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 leadership team and members of staff do not consistently organise the learning environment well enough, to ensure that children are fully engaged in the use of a range of interesting activities and resources. Therefore, at times, children are not fully motivated, excited or engaged in their play and learning.  Not all staff precisely assess children’s learning, to consistently and effectively plan suitably challenging activities that match children’s learning needs. Therefore, not all children make the best possible progress.  Generally, staff interact well with the children, but this is inconsistent. On occasion, staff do not fully engage with children to support their learning further.

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It has the following strengths

 Children thoroughly enjoy their time at the playgroup. They skilfully use programs on the computer, competently balance on low beams, and negotiate obstacles as they ride the tricycles outdoors. Children become confident and independent learners.  Staff promote children’s physical development, health and well-being. For example, children have ample time outdoors and they enjoy a range of fresh fruits at snack time.  Leaders and staff work effectively with parents. They regularly share children’s progress and, for example, encourage them to borrow books to share with their children at home, to further support children’s learning and development.  The leadership team regularly meets with staff, to identify training that supports their professional development.

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What the setting needs to do to improve further

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

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What the setting needs to do to improve further

 review the organisation of the environment so that children can consistently choose from a wide range of activities and resources, particularly at the end of the morning  ensure all staff consistently identify individual children's needs and plan appropriately challenging activities, to fully support all children's learning and development  make the most of all staff interactions with children, to maximise children's learning to the highest level.

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Inspection activities

 The inspector had a tour of the premises with the manager.  The inspector tracked two children and discussed their progress with the key person.  The inspector spoke to the leadership team at a convenient time.  The inspector observed children during their play, indoors and outdoors.  The inspector viewed documentation. For example, staff suitability, administering medication, accidents and incidents, staff qualifications and appropriate first-aid certificates.

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Effectiveness of the leadership and management requires improvement

The leadership team and staff all have a good understanding of their role and responsibility to protect children, and to keep them safe. They all know what they need to do if they are concerned about a child's safety, or if there is an allegation about a member of staff. Safeguarding is effective. However, the leadership team does not consistently monitor the organisation of the playgroup, to ensure that it fully engages children during the entire session. The leadership team and staff regularly meet together to reflect on practice to identify areas for improvement. For example, they are in the early stages of making better links with local children's centres. The leadership team and staff have addressed the areas for improvement identified at the previous inspection.

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Quality of teaching, learning and assessment requires improvement

The quality of teaching is variable. For example, not all staff consistently engage with children to maximise opportunities for them to solve problems or develop their early language skills to an even higher level. At the early part of the morning, staff offer a wide range of exciting experiences for the children. Staff sit with the children and some staff consistently chat with the children. Children sit for long periods, listening intently to the stories staff read. Children learn to turn pages and show high levels of engagement. Staff support children's early mathematical development well. For example, staff use mathematical language during play. They encourage children to count out money and recognise numbers on the pretend till, or count animals on the computer screen.

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Personal development, behaviour and welfare require improvement

Staff have high expectations of children's behaviour. Generally, children behave well. However, at the end of the morning children become bored and restless as there are not enough resources on offer because staff have packed them all away. The key-person system is effective, which enables parents, children and staff to form close relationships. Parents say they are very happy with the care of their children. They describe staff as caring and confident. Staff ensure they support children who speak English as an additional language well. For example, they find out key words in children's home language and use visual signs to communicate. Children settle very quickly and are emotionally secure. Children learn to respect and celebrate similarities and differences. For example, children learn about festivals such as Hanukah, enjoy the use of dual-language books and play with a wide range of dolls that reflect different cultures.

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Outcomes for children require improvement

Children make progress from when they first start. However, on occasion, some children make less progress than expected, as staff are not always consistent in planning effective learning opportunities for them. Children develop skills in preparation for starting school. For example, they concentrate well when looking at books, relate meaning to the marks they make, and develop independence skills.

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Setting details

Unique reference number EY393807 Local authority Merton Inspection number 1093893 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 31 Name of registered person North East Mitcham Community Association Committee

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reference number

Date of previous inspection 19 March 2015 Telephone number 02086859452

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reference number

Jolly Time Playgroup registered in 2009. It runs from North-East Mitcham Community Centre, in the Borough of Merton. Sessions run Monday to Friday from 9.15am until 12.15pm, term time only. There are five members of staff, all of whom hold appropriate qualifications at level 2 or 3. The playgroup receives funding to provide free early education for children aged two, three and four years.

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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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reference number

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