Jack And Jill Pre-School

Jack And Jill Pre-School South Ockendon Church Hall, West Road, SOUTH OCKENDON, Essex, RM15 6PH

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Inspection date

Previous inspection date 7 November 2016 16 September 2013

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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

 Children quickly settle in this small, homely pre-school. They form strong attachments to their key person and each other.  The quality of teaching is good. Staff understand how children learn and plan activities based on their individual needs and interests. Children make very good progress in their learning.  Staff encourage children's communication and language well. They make the most of all opportunities to ask open-ended questions, engage children in conversation and give them time to express their thoughts and ideas.  Children's behaviour is good. Staff use effective methods to motivate children to behave well and to try hard. Staff consistently recognise individual achievements and give praise for children's efforts.  Parents speak highly of the staff team and the good service they receive.  The manager and staff are very effective in providing an inclusive environment for all children. They plan activities and experiences that help children to respect and

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It is not yet outstanding because:

 Staff do not gain as much information as possible from parents about what children know and can do, when they first start at the pre-school. This has an impact on how effectively they can begin to monitor each child's progress.  Children do not always have opportunities to use technology equipment, to further develop their skills and their understanding of how technology can be used.

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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

 involve parents more fully in establishing children's starting points to enable children's progress to be more accurately monitored  increase opportunities for children to develop their understanding about technology and their skills in using it.

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Inspection activities

 The inspector observed the quality of teaching and assessed the impact this has on children's learning.  The inspector spoke with staff and children at appropriate times throughout the inspection.  The inspector undertook a joint observation with the provider.  The inspector viewed a sample of the children's development records.  The inspector reviewed evidence of the suitability and qualifications of the staff, self- evaluation, risk assessment and policies and procedures.  The inspector took account of the views of children, staff and parents spoken to on the day of the inspection.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The manager and staff have a clear understanding of the importance of keeping children safe. They know the procedure to follow should they have any concerns about a child's well-being. Thorough recruitment and induction procedures help to ensure that staff are suitable to work with children. Staff carry out daily risk assessments of the environment, toys and equipment to help ensure children's ongoing safety. There are effective arrangements in place for monitoring children's attendance. The manager has a very good overview of the progress of each individual child, and the different groups of children. She holds supervisions and appraisals with all staff to help evaluate the quality of teaching. Staff are encouraged to make good use of training opportunities to further develop their skills. For example, they have attended training to support children's language and communication skills.

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Quality of teaching, learning and assessment is good

Children thoroughly enjoy their time at pre-school. Staff get to know the children very well. They regularly observe children in their play and use this information effectively to identify what they need to learn next. This ensures that children make good progress in their learning. Staff extend children's learning well and play creatively alongside them. For example, they explore the different types of shells and decide which one is best for listening to the ocean. Mathematical language is used regularly and children are encouraged to recognise numbers or shapes in the environment and count objects throughout the day. For example, children count how many jumps they can do in their obstacle race. Children listen attentively to staff as they read stories. Staff involve them in the storytelling, helping to promote their enthusiasm and love of books.

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Personal development, behaviour and welfare are good

Children build close bonds with the staff who are kind, caring and respond well to their individual needs. Staff are positive role models and help children to develop good levels of self-esteem. They provide effective routines and child-accessible resources, which promote children's self-care and independence skills well. Staff are very effective in supporting children's understanding of how to behave. They set clear rules and boundaries so that children know what is expected of them. Snack times are happy, social occasions. Staff make good use of these opportunities to teach children about the importance of a healthy diet and good personal hygiene. Children have daily opportunities to play outdoors. They develop their physical skills as they run, jump and climb.

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Outcomes for children are good

All children, including those who speak English as an additional language, are making good progress from their starting points. Staff focus on promoting the prime areas of learning. This helps children develop the knowledge and understanding from which they can build on and learn new skills. They are developing good social skills as they take turns, share and listen to each other. Children are encouraged to ask questions, to explore in their play and to find things out for themselves. Overall, they acquire skills and attitudes to learning that prepare them well for starting school.

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Setting details

Unique reference number EY262165 Local authority Thurrock Inspection number 1064441 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 24 Number of children on roll 13 Name of registered person Carol Ann Booth

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reference number

Date of previous inspection 16 September 2013 Telephone number 01708 854605 mob 07742119440

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reference number

Jack And Jill Pre-School was registered in 2003. The pre-school employs three members of childcare staff. Of these, two staff hold appropriate early years qualifications at level 4 and one at level 3. The nursery opens Monday to Friday, term time only. Sessions are from 9.15am to 12.15pm. The pre-school provides funded early education for two-, three- and four-year-old children. It supports children who speak English as an additional language.

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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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