Jack and Jill Pre-School

Jack and Jill Pre-School Playgroup Inspection report for early years provision

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Unique reference number 116679 Inspection date 14/07/2011 Inspector Tracy Bartholomew

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Setting address All Saints Church Hall, The Causeway, Marlow, Buckinghamshire, SL7 2AA Telephone number 01628 475498 Email Type of setting Childcare on non-domestic premises to 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. 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 copy all or parts of this document for non-commercial educational purposes, as long as

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you give details of the source and date of publication and do not alter the information in any way.

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T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Introduction

This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of the registered early years provision. ‘Early years provision’ refers to provision regulated by Ofsted for children from birth to 31 August following their fifth birthday (the early years age group). The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and welfare, known as the Early Years Foundation Stage.

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Introduction

The provider must provide a copy of this report to all parents with children at the setting where reasonably practicable. The provider must provide a copy of the report to any other person who asks for one, but may charge a fee for this service (The Childcare (Inspection) Regulations 2008 regulations 9 and 10).

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Introduction

Please see our website for more information about each childcare provider. We publish inspection reports, conditions of registration and details of complaints we receive where we or the provider take action to meet the requirements of registration. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Description of the setting

Jack and Jill Pre-School opened in 1973. It is privately owned and operates from two rooms in a church hall in Marlow, Buckinghamshire. The younger children are cared for in the pre-school class which runs in the church hall. The older children attend the nursery class which runs in another room. The Pre-School is registered on the Early Years register. A maximum of 44 children aged between two and five may attend the playgroup at any one time. The playgroup is open each weekday during term time only, from 9:30am until 12:30pm.

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Description of the setting

There are currently 52 children aged from two and half to under five years on roll who attend a variety of different sessions. Of these, 33 children receive funding for early education. The setting currently supports children who speak English as an additional language.

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Description of the setting

There are 11 staff employed to work directly with the children and of these, six hold relevant early years qualifications.

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The overall effectiveness of the early years provision

Overall the quality of the provision is good.

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The overall effectiveness of the early years provision

Children are happy and progress well in this well-organised pre-school. Children have developed close trusting relationships with the adults and are secure within their company. They form strong bonds with the other children, thereby enjoying a sense of community and 'family' at the pre-school. Most areas of children's learning and development are very well supported and developed, which enables all children to attain their developmental milestones. The management team work well together and continually reflect on their practice, identifying the strengths and weaknesses well. They are making effective improvements to ensure that they continue to provide all children with a consistent level of care which best meets their individual needs.

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further?

To further improve the early years provision the registered person should:

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further?

 re-evaluate the methods used for children to be outside to enable them to move freely between the indoor and outdoor environments  reappraise existing organisation of the book area, to enable children to see, share and enjoy a wide range of fiction and non-fiction books This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

Safeguarding and ensuring children's safety underpins all aspects of the day to day workings of the pre-school. All staff members are fully aware of the setting's safeguarding policies and understand the procedures to follow if they should have any concerns about the welfare of a child in their care. Documentation is comprehensively maintained to ensure that children's safety is outstandingly promoted. Comprehensive daily and monthly risk assessments promote children's safety extremely well. Staff use of pictures, questions and role play extends children's understanding of their own safety. As a result, children recognise potential hazards and dangers, for example, when they are crossing the road to the park. The management team have a robust recruitment process and all staff undertake comprehensive safeguarding training as part of their induction.

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the early years provision

Awareness of issues of equality and diversity underpin everyday practice; all families are welcomed at the pre-school and staff get to know each child extremely well and understand how to meet their differing needs. The pre-school is fully committed to promoting a fully inclusive practice for all children regardless of background or ability.

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the early years provision

The pre-school makes good use of the self-evaluation process and the staff reflect on their practice regularly. The group have made many improvements since the last inspection. For instance, they have developed a new system to enable parents to come and play with their children in the setting. This provides the parents with opportunities to view their child's detailed profiles whilst exchanging verbal communication with their child's key worker. The management team are clearly aware of the need to review their current system of displaying and promoting children's interest in books, and this is is being planned for the near future. At the moment this area does not provide children with opportunities to easily see, share and enjoy a wide range of fiction and non-fiction books.

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the early years provision

Staff provide good support for children with special educational needs and/or disabilities, and those who speak English as an additional language. For example, staff work closely with support workers and parents to enable children to fully engage with the group. The staff learn words and phrases in children's home languages to enhance communication and the child's sense of security. The pre- school have an excellent partnership with parents and clearly values parental involvement. The staff understand that parents are the child's first and most enduring educators. Parents note that every member of staff knows their children well and greets them by name. The parents are provided with a wealth of information which comprehensively explains the Early Years Foundation Stage and how the pre-school works towards this. They have developed joint working with health visitors and other early years settings and this further promotes superb

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the early years provision

continuity of care for individual children. The children have access to a wide range of resources both inside and outdoors. Staff regularly rotate the selections on offer and have a good plan for the future purchase of new toys and resources to ensure children are provided with sufficient challenges and variety, both inside and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 outdoors.

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and outcomes for children

Children appear very secure and settled at the pre-school. They arrive confidently, eager to explore the wide range toys and resources available. Themes and planning are used very well to support and promote children's individual interests. The key worker system works well. Staff ensure that the children's target stages are met and then extended through the planning, which enables them to fully capture achievements in the children's learning journals.

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and outcomes for children

Children enjoy playing with play dough; they enjoy manipulating with the dough to form 'cakes and biscuits'. Their imaginations are very well supported by the staff who provide them with every day materials such as rolling pins, paper cake cases and baking trays to extend the game. This fosters their play and exploration very well. Creativity and critical thinking is a particular strength of the setting; children are given a wealth of opportunities to play with ideas in different situations, such as using a table as a bedroom within the role play area. Excellent 'circle time' promotes the children's knowledge and understanding of the current topic, as well as talking about 'numbers' in detail. The staff use imaginative props to keep the children's attention and foster their imagination. This sort of intensive learning activity, combined with the accessibility of the staff during free play, promotes

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and outcomes for children

children communication, language and literacy skills very well. Physical skills, and early problem solving skills are also promoted very well; there is a wide range of toys, puzzles and games available.

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and outcomes for children

Children enjoy a good balance of activities which ensure they gain confidence and become independent learners and achievers who can manage their personal care. For example, they go to the toilet independently where possible, and help to prepare their snacks, buttering their own bread and pouring their own drinks. Children's good health is promoted very successfully. They enjoy nutritious snacks and have excellent opportunities to learn about the importance of healthy eating. Staff are extremely vigilant in ensuring children develop good hygiene habits. As a result, children confidently explain about needing to wash their hands and do not need to be reminded.

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and outcomes for children

Staff interact exceptionally well with children. They encourage their learning in all areas as they support them in their play. They introduce ideas and vocabulary about counting, colour and shapes whilst children are creating their own 'uniform' for their paper person to be dressed. They encourage children to talk about their designs and the pictures they will create, which promotes their communication and self confidence. The pre-school is committed to promoting positive images of the diversity of people within the community. There is an excellent range of toys, puzzles and role-play clothes reflecting different cultures and positive images of disability. The children celebrate festivals and events such as Chinese New Year with appropriate arts and crafts activities. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 Children's physical development is promoted very successfully. The children enjoy

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and outcomes for children

playing in the nearby park, where they play on the apparatus and with the 'parachute'. the children are eager to join in and there is a great sense of fun in the activity The pre-school has a suitable sized outside area linked to the setting and the children also enjoy their time in this garden, playing with the sand and 'painting' the walls with water. They try out new physical skills as they drive the cars and use their scooters from home. However, not all children are able to access this area when they wish too due to the constraints in the routine. This limits the children's free flow of play between indoors and outside. Nevertheless, they do experience worthwhile activities when they are outside and all children have opportunities throughout the day to run about in the fresh air.

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and outcomes for children

All children show a strong sense of security within the setting and behaviour is very good overall. Extremely positive relationships are developed within the pre- school and children thrive in an atmosphere where expectations are high. Overall, this is a well resourced setting with kind and caring staff committed to achieving the best outcomes for every child in their care. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex A: record of inspection judgements

The key inspection judgements and what they mean

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Annex A: record of inspection judgements

Grade 1 is Outstanding: this aspect of the provision is of exceptionally high quality Grade 2 is Good: this aspect of the provision is strong Grade 3 is Satisfactory: this aspect of the provision is sound Grade 4 is Inadequate: this aspect of the provision is not good enough

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children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

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Early Years Foundation Stage

The effectiveness of leadership and management in embedding ambition and driving improvement The effectiveness with which the setting deploys resources 2 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 1 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 2 The effectiveness of the setting’s engagement with parents and carers

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Stage

The quality of the provision in the Early Years Foundation Stage 2

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Stage

The extent to which children achieve and enjoy their learning 2 The extent to which children feel safe 1 The extent to which children adopt healthy lifestyles 2 The extent to which children make a positive contribution 2 The extent to which children develop skills for the future 2

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Stage

procedures set out in the guidance available from Ofsted’s website: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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