Jelly Beans Pre-School Day Nursery

Jelly Beans Pre-School Day Nursery Field View, Kingsnorth, Ashford, Kent, TN23 3NZ

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Inspection date

Previous inspection date 26 January 2017 28 July 2016

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Effectiveness of the leadership and management Requires improvement Quality of teaching, learning and assessment Requires improvement Personal development, behaviour and welfare Requires improvement Outcomes for children Requires improvement

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This provision requires improvement. It is not yet good because:

 Although supervision for staff is now in place, the coaching element of this is not yet well-developed. This means there is not a sharp enough focus on improving staff’s teaching practice.  A clear staffing structure has been introduced, however more support is necessary for nursery room leaders to help them identify and address areas of weaker practice.  A lack of challenging activities in the pre-school room means that some children, particularly groups of boys, are not sufficiently engaged in purposeful play that promotes their learning.  Staff are not using the opportunities presented through everyday activities to promote and extend children's language and conversation skills effectively.

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It has the following strengths

 Senior leaders have worked well to drive improvements by providing substantial training to increase the staff’s knowledge and understanding of the way children learn.  Staff demonstrate a better understanding of the systems implemented for planning, observation and assessment. This helps them to understand each child's individual needs.  The youngest children form good attachments with the adults that care for them, helping them to settle and feel at ease in the setting.  Positive changes to the decoration and furnishing of the setting mean that it is bright, comfortable and more welcoming to children and their parents and carers.

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What the setting needs to do to improve further

To meet the requirements of the early years foundation stage the provider must:

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Due Date

 continue to develop the arrangements for supervision to secure the links between monitoring teaching, staff training and practice 03/03/2017

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Due Date

 ensure room leaders are appropriately supported in their new roles to enable them to contribute to improving the quality of teaching 03/03/2017

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Due Date

 provide a better balance of adult-led and child-initiated activities in the pre-school room, that challenge children's thinking and stimulate their interest in exploring and learning 03/03/2017

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Due Date

 improve staff understanding of ways in which to promote children's communication and language. 03/03/2017

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Inspection activities

 The inspectors spoke to staff and children at appropriate times during the inspection.  The inspectors conducted a joint observation with the assistant manager.  The inspectors looked at relevant documentation, such as planning and assessment records.  The inspectors spoke to parents and took their views into account.  The inspectors carried out observations of teaching and children's learning both indoors and outside.

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Effectiveness of the leadership and management requires improvement

The new arrangements for the supervision of staff are not yet fully embedded. This means it is too early to see sufficient positive impact on the quality of teaching. Room leaders have been introduced to each group room to lead and improve children's learning experiences. These roles are in the early stages of development and more support is necessary to enable staff to effectively recognise and address weaknesses in teaching. Safeguarding is effective. Staff are clear on their responsibilities to refer any concerns to the nursery’s designated safeguarding lead. Clear links have been established with outside agencies to seek advice or support. Following a period of significant change, the staff team are committed to drive further improvements throughout the setting. Senior leaders have worked hard since the last inspection to achieve more positive relationships with parents. A newly formed parent committee has resulted in better systems for

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Effectiveness of the leadership and management requires improvement

communication between staff and parents. The provision of a book lending scheme encourages children's enjoyment of books at home.

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Quality of teaching, learning and assessment requires improvement

The quality of teaching is currently variable. Priority has been given to establishing and building relationships between new staff and children. As a result, less attention has been given to planning an exciting range of activities to stimulate learning. Some areas of the curriculum are less well covered, for example, mathematics. The pre-school room leader has identified this and a plan is in place to increase resources. Opportunities to promote and extend children's language and communication throughout the setting are not always used effectively. A calm atmosphere in the toddler room enables children to feel at ease. Some staff engage well with children. For example, supporting children in their interests and encouraging them with fun and laughter when they practise their balancing skills. Effective organisation in the baby room encourages children to make choices in their play.

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Personal development, behaviour and welfare require improvement

The environment and activities in the pre-school room do not offer sufficient challenge or promote children's interest in the resources available. This leads to some children, particularly boys, becoming disengaged and running around the room with little focus. Relationships between children and their key carers are developing and in some rooms, are well-developed. Children are happy and mostly behave well.

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Outcomes for children require improvement

Children make steady progress in their learning. They are beginning to feel more secure as caring relationships develop with the permanent staff team. This sense of belonging helps them to be ready to learn. Older children gain good self-help skills as they serve themselves at lunchtimes and pour their own drinks. They begin to recognise their names as they self-register for snack time. Children interact positively with their peers and gain the social skills they need to make friends.

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Setting details

Unique reference number EY449227 Local authority Kent Inspection number 1080099 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 0 - 5 Total number of places 100 Number of children on roll 65 Name of registered person Jelly Beans Day Nursery Ashford Ltd

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reference number

Date of previous inspection 28 July 2016 Telephone number 01233 501455

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reference number

Jelly Beans Pre-School Day Nursery registered in 2012. It operates from purpose-built premises in Ashford, Kent. The nursery is open each weekday from 7.30am to 6pm, 52 weeks of the year. The setting is in receipt of funding for the provision of free early education for children aged two, three and four years. There are 17 members of staff working with the children, of whom 15 staff hold appropriate early years qualifications.

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

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