Jelly-Tots Pre-School & Nursery

Jelly-Tots Pre-School & Nursery The Annexe, 145 Scarborough Avenue, Stevenage, Hertfordshire, SG1 2HQ

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Inspection date

Previous inspection date 29 March 2016 23 November 2015

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 Leadership is strong. The manager and her team have made significant improvements since the last inspection. They have diligently addressed actions and recommendations made previously. The commitment to continuous development is evident. Staff contribute towards the self-evaluation. Detailed action plans, which clearly identify strengths and weaknesses, aid ongoing improvement.  The well-qualified staff competently use purposeful teaching methods. They complete detailed planning and provide a range of experiences to ensure that the learning programme is varied. This helps staff to build on the observations they have made of children's learning and foster progress towards each child's identified next steps.  Children learn about the similarities and differences between themselves and others. They enjoy celebratory days to explore cultures from around the world. Children enjoy woodland walks, visits to ponds and farms, as well as carrying out surveys of the

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This provision is good

homes in their area. These are some of the ways that staff support children's interest in the world around them.

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It is not yet outstanding because:

 Staff do not always make the best use of information from parents about their children's achievements at home, in order to enrich the planning of activities so that children make rapid progress.  Some staff do not consistently support children to make decisions about how to approach a task or use materials to test their ideas by themselves.

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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

 make better use of ongoing information from parents about their children's learning and development at home  expand the opportunities for children to make choices within tasks, think critically and make decisions about how to use materials and test their own ideas.

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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 area manager and discussed their findings.  The inspector held a meeting with the manager and area manager. She looked at relevant documentation, such as, the self-evaluation, action plans and evidence of the suitability of staff working in the provision.  The inspector viewed documentation that included performance management, training and professional development, risk assessments, as well as the procedures for safeguarding.  The inspector spoke to parents during the inspection and took account of their views. She also viewed the results of questionnaires, received from parents by the provision.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. Staff have a secure knowledge of child protection procedures and how to report concerns about children's welfare. The manager follows robust procedures for recruitment and induction. New staff are supported well through a detailed induction programme, which helps to ensure that the good quality of staff practice is maintained. The manager uses robust performance management, including observations and feedback meetings, which helps staff to review their practice. These meetings are used effectively to drive a focused training plan. Since the last inspection, all staff have shown a commitment to their own development. They have completed training aimed at improving the quality of teaching, through improved interaction with children. In addition, they have enhanced the way in which observations and assessments are recorded and used within the learning files. This helps towards

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Effectiveness of the leadership and management is good

improving the quality of learning experiences that children receive.

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Quality of teaching, learning and assessment is good

Staff meet regularly with parents to review children's progress. They share their plans for promoting children's next steps with parents at the end of each half term, in detailed written summaries. Staff encourage children to investigate new materials. For example, children squash and squeeze cotton wool balls. Staff model language effectively and encourage children to describe what they are seeing and feeling. This is one method that staff use to support children's emerging vocabulary. Staff consistently support children to count, such as counting the number of cars in the garage. They provide opportunities for children to talk about height or shape, such as when using stepping stones indoors. They also provide calculators to help children view numerals in different ways. These are some examples of how staff encourage children to become aware of simple mathematics.

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Personal development, behaviour and welfare are good

Children take part in a series of short visits to the setting, as part of the settling-in process. Children show that they feel secure and behave well. They move freely between well-resourced areas and seek out staff to include them in their play. For example, children invite staff to be shopkeepers, as they wheel dolls in buggies around the room. Staff sensitively help children to learn that good hygiene is important to their health and understand how to meet their own self-care needs. For example, children wash their hands, independently, before cooking activities, eating a snack or after using the toilet.

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Outcomes for children are good

Children thoroughly enjoy outdoor activities. They demonstrate perseverance as they climb confidently and manoeuvre wheeled vehicles around obstacles. Children show curiosity and investigate tactile materials outdoors, such as, soil, water chutes or metal pans, with which they make music. All children, including those who speak English as an additional language, make good progress given their starting points. The manager reviews children's progress to ensure that any gaps in learning are closed. This helps to ensure that children acquire and practise the skills needed for the next step in their learning, including school.

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Setting details

Unique reference number EY333602 Local authority Hertfordshire Inspection number 1033853 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 3 Total number of places 30 Number of children on roll 11 Name of provider Ann Catherine O'Brien Date of previous inspection 23 November 2015 Telephone number 01438 218849

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Setting details

Jelly-Tots Pre-School & Nursery was registered in 2006. The provision employs five members of staff. Three members of staff hold appropriate early years qualifications at level 3. Two members of staff hold qualifications at level 5 and 6. The provision opens each Monday to Friday in term time only. Sessions are from 9.15am until 12.15pm. The provision provides funded early education for three- and four-year-old children. The provision supports children who speak English as an additional language.

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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

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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Setting details

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Setting details

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Setting details

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