Jack & Jill Pre-School

Jack & Jill Pre-School Bulkington Village Centre, School Road, Bulkington, Bedworth, CV12 9JB

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Inspection date

Previous inspection date 26 September 2016 22 January 2016

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This inspection: Good 2

Previous inspection: Requires Improvement

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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

 Since the last inspection, managers and staff have worked hard to improve systems for observation, assessment and planning. They accurately identify what individual children need to learn next and plan learning opportunities, linked with children's interests, to promote these aspects and help them make good progress.  Staff work closely with parents to support children when they start attending. They help them to settle, form secure attachments and begin to gain confidence. Children build trusting, positive relationships with staff and friendships with one another.  Children's good health is effectively promoted. Staff provide healthy breakfasts, snacks and drinks. Children benefit from plenty of opportunities to play and continue their learning outdoors in the fresh air.  Staff build good relationships with parents and regularly exchange information with them about children's development and care. They encourage parents' involvement in

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This provision is good

children's learning and provide activities for them to do with their child at home.

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It is not yet outstanding because:

 Managers have not yet developed a highly successful system to track and analyse the progress made by specific groups of children, such as boys and girls or younger children, to review the effectiveness of provision for these groups.  Occasionally, whole-group activities are too long and not organised effectively to enable all children, including the youngest, to engage throughout and to get the most from the learning experiences.

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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

 extend the systems for reviewing children's achievements to include the progress made by specific groups of children and use this information to aid future planning  review the organisation of large-group activities to ensure they are effective in supporting every child's learning.

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Inspection activities

 The inspector had a tour of the pre-school with the nominated person.  The inspector observed the quality of teaching during activities indoors and outdoors and assessed the impact this has on children's learning. She completed a joint observation with the nominated person.  The inspector held a meeting with the pre-school manager and nominated person. She looked at relevant documentation, such as the pre-school's self-evaluation and checked evidence of the suitability of staff working in the pre-school.  The inspector spoke with the staff and children at appropriate times during the inspection. She spoke to a small number of parents and carers and took account of their views.

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Effectiveness of the leadership and management is good

Following the last inspection, managers and staff have worked closely together to improve the quality of the provision. They have developed a more deeply reflective and evaluative approach to their practice and have undertaken relevant training. As part of supervision and performance management systems, managers and staff observe each other's teaching and give constructive feedback. This has helped to build their confidence, ensure consistency and raise the quality of teaching. Managers seek and act on feedback from parents and encourage children to express their views. Parents are happy with the service they receive and comment that managers and staff are approachable and supportive. The arrangements for safeguarding are effective. Staff understand their responsibility to keep children safe and are confident of procedures to follow should they have concerns about a child's welfare.

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Quality of teaching, learning and assessment is good

Staff provide a broad range of resources and activities, responding flexibly to children's interests. They understand how children learn through play and practise. They encourage them to keep trying when they are developing a new skill, for instance, when children show an interest in learning to hula hoop. Staff extend children's mathematical understanding. For example, they encourage them to compare bear-shaped play pieces of different sizes as they play a matching game. Staff model vocabulary, such as small, medium and big, and show children how to line the bears up to measure them against one another. Staff foster children's interest in books and stories. They ask questions, engage children in conversation and encourage them to talk about the illustrations as they read.

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Personal development, behaviour and welfare are good

Staff form a good understanding of children's individual personalities and needs. They are nurturing and kind, setting a good example and encouraging children to be caring and respectful to one another. Staff give consistent messages about their expectations for behaviour. They encourage good manners and help children to share and take turns. For example, they use sand timers as a visual support to help children wait and understand when it will be their turn. Staff reinforce good hygiene practices and promote children's growing independence and sense of responsibility. For instance, children are involved in setting out cups for snack time, pouring their own drinks and helping to tidy away toys.

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Outcomes for children are good

Children develop skills that they will need for their future learning and for starting school. They develop confidence and their independence grows, relative to their ages and abilities. All children make good progress from their starting points. Any gaps in individual children's learning are successfully identified and addressed. As needed, staff work with external professionals to effectively support children who need extra help, including those with special educational needs or disability. Children begin to link letters with sounds and recognise their names in print. They compare sizes, identify shapes, count and make links between quantity and numbers.

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Setting details

Unique reference number EY347082 Local authority Warwickshire Inspection number 1037680 Type of provision Sessional 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 24 Number of children on roll 20 Name of registered person Bulkington Jack & Jill Pre-School Co-Operative Partnership

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reference number

Date of previous inspection 22 January 2016 Telephone number 07971 420665

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reference number

Jack & Jill Pre-School opened in 1969 and re-registered in 2007. The pre-school employs five members of childcare staff, all of whom hold appropriate early years qualifications at level 3. The pre-school opens from Monday to Friday during term time only. Sessions are from 9am until midday and from 1pm until 4pm. The pre-school provides funded early education for two-, three- and four-year-old children. It supports children who have special educational needs or disability.

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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

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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