Moreton In Marsh Playgroup

Moreton In Marsh Playgroup
Unique reference number (URN): 101537
Address: St. David's Centre, Church Street, Moreton-in-Marsh, Gloucestershire, GL56 0LT
Type: Childcare on non-domestic premises
Registered with Ofsted: 21/04/1972
Registers: EYR
Registered person: Moreton-in-Marsh Playgroup Committee
Inspection report: 16 June 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement

Urgent improvement
Safeguarding standards not met
Leaders have not ensured that there is an open and positive culture around safeguarding
that adequately protects children from harm. They do not monitor the suitability of staff or
understand the procedures that they should follow when concerns are raised about staff.
Staff do not demonstrate a secure understanding of their child protection responsibilities.
They can identify some instances when a child may be at risk. However, they do not
consistently monitor concerns accurately or follow the required reporting procedures set out
by local safeguarding partnerships. The failure to follow safeguarding procedures
compromises children's safety and welfare. Leaders follow appropriate procedures when
recruiting staff.
How we evaluate safeguarding
When we inspect settings for safeguarding, they can have the following outcomes:
Met: The setting has an open and positive culture of safeguarding.
Not met: The setting has not created an open and positive culture of safeguarding. Not all
legal requirements are met.
Achievement Urgent improvement
Weaknesses in the curriculum and in teaching mean that children do not gain the skills they
need for future learning. Children do not receive the support required to make progress from
their starting points, and those with barriers to learning are not given the focused help they
need, particularly in communication and language and in their personal, social and
emotional development. As a result, many children struggle to understand and follow
behavioural expectations and do not develop the skills needed to manage routines. For
example, older children do not learn to remain at the lunch table to eat with their peers,
leaving the table to play instead. Younger children with delays in communication and
language continue to use dummies during play, which further restricts their opportunities to
develop their speech, vocabulary and social interaction.
Behaviour, attitudes and establishing routines Urgent improvement
Leaders do not ensure that staff have the knowledge and skills to support children when
they struggle to manage their feelings and behaviour. Children do not receive help to
recognise their emotions or develop effective self-regulation strategies. As a result, some
children become frustrated, which occasionally leads to incidents where others are hurt.
Although staff model positive behaviour and encourage children to play cooperatively and
take turns, they rely mainly on reminding children of the rules. Staff are responsive when
situations occur rather than providing the deeper emotional support children need to
understand and express their feelings appropriately. At times, staff find it difficult to gain

children's attention, and when children become overexcited, their play can escalate into
physical altercations.
Staff record attendance accurately and contact parents when children are absent to check
the reason for non-attendance. However, they do not work closely enough with parents or
other professionals to ensure children can attend and access their full entitlement of hours
at the nursery.
Children develop warm, trusting relationships with staff and enjoy spending time with them.
They are beginning to learn how to collaborate and play alongside others. However, they are
not consistently supported to develop the skills needed to manage sharing, taking turns and
getting along with their peers without support from staff.
Children's welfare and wellbeing Urgent improvement
Leaders do not ensure that staff consistently implement the setting's policies and
procedures to promote children's welfare and wellbeing. For example, when children play
outside, staff do not always make sure that they are wearing hats or appropriate sun
protection. Although a shaded area is available, staff do not talk to children about staying out
of direct sunlight, which limits opportunities for them to learn how to keep themselves safe.
Staff follow hygiene routines, but these are carried out in a way that does not help children
understand the purpose of good hygiene. For instance, children's play is interrupted as staff
take them individually to wash their hands before snack. Children are then told they may
return to play while they wait for their turn to eat, which causes further disruption and does
not support them to develop independent hygiene habits.
Children form warm and trusting relationships with staff and their key person. Staff talk with
parents at drop-off to help children settle. At times, staff support children's developing
independence well. Children pour their own drinks and confidently serve their own food at
snack time.
Curriculum and teaching Urgent improvement
Leaders have not designed a curriculum that adequately accounts for what children need to
learn. They do not have high enough expectations for what children can achieve and lack
the knowledge needed to sequence learning effectively. As a result, children are not
supported to build their knowledge and skills over time.
Staff do not understand how their planned activities link to learning outcomes. Although staff
set out resources to cover the 7 areas of learning, these are uninspiring, and expectations
for children's learning are not high. For instance, during a mathematics activity using a
number puzzle that staff say is intended to support children's number recognition, staff do
not use the resource purposefully to promote learning. Children are seen to play with the
puzzle independently, with little interaction or encouragement from staff to recognise, name
or order numbers. Children are not supported in developing a secure understanding of
numbers or in building mathematical knowledge in a meaningful and sequential way. In
addition to this, staff do not recognise how to extend children's learning as they play
alongside them. Interactions do not support children in developing their thinking and

problem-solving skills. Although staff are friendly and welcoming, weaknesses in curriculum
and teaching mean that children do not acquire the knowledge and skills they need for
future learning.
Inclusion Urgent improvement
Leaders do not take the action needed to reduce barriers to children's learning. They do not
ensure that staff have the skills and knowledge they need to help to reduce gaps and help
children to make better progress.
Staff identify some children who require additional support, including children with special
educational needs and/or disabilities. Some children with identified gaps in their
development have support plans in place, and staff recognise that these children require
additional help to make progress. However, the support plans are not implemented
effectively, and children do not benefit from the targeted support that they need. Leaders do
not ensure that staff assess children's progress effectively to identify barriers to learning.
Furthermore, the required progress checks at age 2 are not completed. As a result, staff do
not have an accurate understanding of all children's developmental needs and do not
identify emerging gaps in learning swiftly enough. This means that children do not receive
timely support to help them make the progress they are capable of.
Leaders do not ensure that they work with parents or other professionals in a timely manner
to put support in place when they recognise children are not progressing with their learning.
Furthermore, leaders do not ensure that additional funding is used for the children it is
intended for, to help reduce barriers and improve children's outcomes.
Leadership and governance Urgent improvement
Leaders do not have a thorough oversight of all aspects of the provision or an understanding
of their responsibilities. This lack of effective monitoring means they do not meet the
requirements of the early years foundation stage statutory framework.
Leaders do not ensure that staff understand and consistently follow the policies and
procedures designed to keep children safe and promote their wellbeing. As a result, staff do
not always act on information that indicates a child's safety or welfare may be at risk. In
addition, leaders do not fully understand their responsibility to monitor the ongoing suitability
of staff or to take prompt action when concerns arise.
Leaders do not ensure that staff receive the support they need to carry out their roles
effectively. For example, some staff do not receive an induction to help them understand
their roles and responsibilities, and there is limited ongoing training, guidance or
supervision. For some staff, the workload is not manageable, and this affects the overall
quality of the provision. For instance, staff do not complete or provide parents with the
statutory progress check at age 2, which limits parents' understanding of their child's
development and any emerging concerns.

Despite these weaknesses, staff work closely with the neighbouring school, and they invite
teachers in to meet children as they prepare to start their transition to school. Children
appear to be happy, and parents say that their children enjoy attending.
What it's like to be a child at this setting
The lack of effective oversight in leadership has a significant impact on children's safety and
daily experiences. Leaders do not ensure that requirements are understood by staff and
met. For example, child protection procedures are not consistently followed, the progress
check at age 2 is not completed or shared with parents, support for children with barriers to
their learning is not effective, and children do not receive support to learn how to manage
their feelings and behaviour appropriately. Leaders do not ensure that staff, including those
with additional responsibilities, understand their roles and responsibilities. This includes
ensuring that staff have a clear understanding of how to deliver a high-quality curriculum
and extend children's learning.
Staff are caring and considerate of children, and they respond to children's needs and
interests. They set out resources for children to play with, and play alongside them. Younger
children enjoy playing with the sand, making sandcastles. Despite this, teaching is weak.
Children do not always receive the appropriate support to remain engaged in their learning.
They wander off from activities or lose interest, and the environment becomes chaotic as
they run around and play becomes physical. At times, this impacts on the focus and interest
of other children as their games are disrupted. For instance, as children spend time building
with the blocks, other children accidently knock their models over when they are chasing
each other around the room.
Children enjoy being outdoors. They run around the garden, climb over the roots of the trees
and enjoy making potions with glitter and water. Older children form friendships with their
peers, and they work together to build with the wooden blocks. Younger children show
interest in physical play as they throw and chase the balls around the garden.
Next steps
The provider is not meeting the requirements of the Early years foundation stage and Ofsted
intends to take enforcement action.

We will issue a Welfare Requirements Notice requiring the provider to have taken the
following actions by the assigned date:
Action Completion Date
ensure that all staff, including those with lead
safeguarding roles, know and understand their
safeguarding responsibilities, including how to manage
and respond to child protection concerns
17/06/2026
ensure all staff working with children are suitable 17/06/2026
ensure that all staff receive induction training and are
provided with ongoing professional development
opportunities to help them understand their roles and
responsibilities and offer quality learning and
development experiences for children
03/07/2026
ensure that effective arrangements are in place to
support all children with special educational needs
and/or disabilities (SEND)
03/07/2026
ensure that staff use consistent strategies so that
children learn to regulate their feelings and behaviour
appropriately
03/07/2026
ensure safeguarding procedures are consistently and
swiftly implemented, particularly in the event of an
allegation being made against a member of staff
17/07/2026
ensure all reasonable steps are taken to ensure
children are not exposed to risks, particularly when
outside in the sun.
17/07/2026
To meet the requirements of the Early years foundation stage the provider must take the
following actions by the assigned date:
Action Completion Date
ensure staff review children's progress at age two and
provide parents with a written summary of this, to
promptly identify where children may benefit from
additional support
03/07/2026
design and implement an ambitious curriculum that
meets the needs of all children.
17/07/2026

Inspector:
Victoria Nicolson
About this setting
Unique reference number (URN): 101537
Address:
St. David's Centre
Church Street
Moreton-in-Marsh
Gloucestershire
GL56 0LT
Type: Childcare on non-domestic premises
Registration date: 21/04/1972
Registered person: Moreton-in-Marsh Playgroup Committee
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 - 15:00
Local authority: Gloucestershire
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
About this inspection
We carried out this inspection as a result of a risk assessment, following information we
received about the provider. The provider will be able to give parents further information
about this.
The inspector spoke with staff, the special educational needs coordinator, designated
safeguarding lead, parents and children during the inspection.
We carried out this inspection 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.

This data is from 16 June 2026
Children numbers
Age range of children at the time of inspection
2 to 4
Total number of places
30
Our grades explained
Exceptional
Practice is exceptional: of the highest standard nationally. Other settings can learn from it.
Strong standard
The setting reaches a strong standard. Leaders are working above the standard expected of
them.
Expected standard
The setting is fulfilling the expected standard of education and/or care. This means they are
following the standard set out in statutory and non ‑ statutory legislation and the professional
standards expected of them.
Needs attention
The expected standards are not met but leaders are likely able to make the necessary
improvements.
Urgent improvement
The setting needs to make urgent improvements to provide the expected standard of
education and/or care.

The Office for Standards in Education, Children's Services and Skills (Ofsted) inspects
services providing education and skills for children and learners of all ages, and inspects
and regulates services that care for children and young people.
If you would like a copy of this document in a different format, such as large print or Braille,
please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk.
You may reuse this information (not including logos) free of charge in any format or medium,
under the terms of the Open Government Licence. To view this licence, visit
www.nationalarchives.gov.uk/doc/open-government-licence, write to the Information Policy
Team, The National Archives, Kew, London TW9 4DU, or email:
psi@nationalarchives.gsi.gov.uk.
This publication is available at https://reports.ofsted.gov.uk.
Interested in our work? You can subscribe to our monthly newsletter for more information
and updates: http://eepurl.com/iTrDn.
Piccadilly Gate
Store Street
Manchester
M1 2WD
T: 0300 123 1231
Textphone: 0161 618 8524
E: enquiries@ofsted.gov.uk
W: www.gov.uk/ofsted
© Crown copyright 2026
© Crown copyright