Jack and Jill PreSchool Playgroup

Jack and Jill PreSchool Playgroup Drill Hall, Nelson Street, Dalton In Furness, Cumbria, LA15 8AF

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Inspection date

Previous inspection date 8 February 2017 14 October 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

 The manager has ambition and is committed to improving the practice, provision and the overall outcomes for children and their families within the pre-school.  Partnerships with parents are very strong. Parents are warmly welcomed into the setting from the outset. They are kept fully informed about their children's care and learning. Effective home learning opportunities provide continuous support for children.  The manager leads a well-qualified staff team. They use their knowledge and skills to successfully observe children and plan their next steps in learning. All children, including those who have special educational needs and/or disabilities, make good progress in their learning and development.  Staff consistently support children to manage their feelings and behaviour. They teach children the importance of working together and sharing resources. Children are given clear boundaries and learn how to be aware of others as they play.

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It is not yet outstanding because:

 The overall tracking and analysis of how different groups of children are achieving are still evolving. Managers are not yet fully analysing information collated on children's achievements sharply enough to be sure that different groups of children make equally good progress in their learning and development.  On occasions, staff provide too many suggestions and do not always give children time to think and develop their own ideas. This means they are not consistently supported to think independently.

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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

 build on the procedures for analysing how groups of children are progressing to better assess and target potential gaps in learning  enhance teaching skills that give children more time to think and explore their own ideas

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Inspection activities

 The inspector had a tour of the premises.  The inspector observed the quality of teaching during activities indoors and outdoors, and assessed the impact this has on children's learning.  The inspector spoke with staff and children during the inspection.  The inspector completed a joint observation with the manager.  The inspector discussed aspects of policy and practice with the manager. She looked at relevant documentation, discussed self-evaluation and checked evidence records of the qualifications and suitability of staff working in the pre-school.  The inspector spoke to a number of parents during the inspection and took account of their views.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. Staff ensure that children's safety is given good priority. The premises are safe and secure and children are well supervised. Rigorous recruitment procedures ensure that staff are suitable for their role. Leaders, managers, staff and students are thoroughly vetted through the appropriate systems. The procedures to identify and report any concerns regarding the welfare of children are known by all staff and followed precisely. Managers monitor staff performance closely through effective observations and supervision meetings. Staff training and continuous professional development opportunities are welcomed by all staff. They share good practice and ideas with each other and this has a positive impact on the practice and provision.

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Quality of teaching, learning and assessment is good

The recommendations for improvement raised at the last inspection have been appropriately addressed. For example, children have access to computers and other information and technology resources. Staff support children to develop their early literacy and numeracy skills. For example, children show their interest in books and enjoy listening to stories and rhymes. Younger children learn about size and weight as they explore logs and pieces of wood outside. Staff teach them about size and shape and introduce mathematical language, such as big and little. Older children enjoy exploring independently. They collect water to fill their buckets and use tools and implements to splash water on to the wall outside. They comment that they are, 'Cleaning and washing', building on real-life experiences and developing their imagination.

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Personal development, behaviour and welfare are good

Children confidently explore the pre-school environment with relish. They use the space effectively, both indoors and out. Staff implement thorough settling-in procedures which help children feel safe and secure when they first start. Children develop strong attachments to staff and are happy and settled. This helps to support their emotional well- being effectively. Children know and follow routines well, such as helping themselves at snack time. They gain an excellent understanding of how to adopt healthy lifestyles. Children enthusiastically take part in a wealth of activities that promotes bodily awareness and exercise. They learn about the importance of developing self-care skills, such as handwashing and teeth brushing.

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Outcomes for children are good

All children, including those who have special educational needs and/or disabilities and children who receive funded education, make good progress in relation to their initial starting points. Children acquire the skills in preparation for moving on to school. They are confident, independent and secure. Children join in activities enthusiastically and concentrate well. They develop strong social skills and are self-motivated. All children, including the youngest ones, demonstrate excellent physical skills as they stretch, march and jump during planned exercise activities.

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Setting details

Unique reference number 317540 Local authority Cumbria Inspection number 1064078 Type of provision Sessional provision Day care type Childcare - Non-Domestic Registers Early Years Register, Compulsory Childcare Register Age range of children 2 - 4 Total number of places 18 Number of children on roll 26 Name of registered person Jack and Jill PreSchool Playgroup Committee

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reference number

Date of previous inspection 14 October 2013 Telephone number 01229466377 07436791880

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reference number

Jack and Jill Pre-School Playgroup was registered in 1973. 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 8.30am until 3.15pm, Monday to Thursday. On Friday, sessions are from 8.30am until 11.30am. The pre-school provides funded early education for two-, three- and four-year- old children.

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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

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

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