Jesters Childcare Ltd

Jesters Childcare Ltd Stanhope Primary School, Keyworth Road, Gedling, NOTTINGHAM, NG4 4JD

p.1

Inspection date

Previous inspection date 3 August 2017 25 July 2014

p.1

This inspection: Good 2

Effectiveness of the leadership and management Good 2

p.1

This inspection: Good 2

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Good 2

Personal development, behaviour and welfare Good 2

p.1

This provision is good

 The experienced and well-qualified staff regularly observe children and provide activities that reflect their interests and support what they need to learn next. All children make good progress in their learning.  Children who are learning English as an additional language receive effective support to help them achieve well. For example, staff regularly meet with parents and take advice from other professionals to help them meet all children's individual needs.  Staff provide a welcoming, calm and well-organised environment, where children behave positively and show that they are confident and happy.  Staff have made better use of strong questioning techniques since the last inspection, and now offer plenty of chances for children to share their thoughts and ideas.  Leadership is effective. The management team has a strong desire to develop good practice and overcome challenges. They are ambitious and passionate about improving

p.1

This provision is good

outcomes for the children in their care.  Staff keep parents well informed about their children's development and offer ideas to support children's learning at home. Parents make extremely positive comments and say they value the genuine warmth and friendliness of the staff team.

p.1

It is not yet outstanding because:

 The manager has not fully considered ways in which parents, children and staff can contribute to the self-evaluation to identify further improvements to the provision.  Staff do not collect detailed information from parents about their child's learning and stage of development when they first start attending the setting.

p.1

What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

p.2

What the setting needs to do to improve further

 improve ways for parents, children and staff to contribute their views to the self- evaluation to help identify improvements and extend the good partnerships even further  gather more detailed information from parents about what their children know and can do at the start of their placement.

p.2

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 deputy manager and discussed this with her.  The inspector spoke to staff and the children throughout the inspection.  The inspector held a meeting with the deputy manager. She looked at relevant documentation, such as the self-evaluation, policies and procedures, children's records and evidence of the suitability of staff working in the setting.  The inspector took account of the written views of parents.

p.2

Effectiveness of the leadership and management is good

Safeguarding is effective. Staff are well trained in the procedures to help keep children safe from harm. They have a secure understanding of how to respond in the event of a child protection concern. Staff routinely check the indoor and outdoor premises to help reduce any risks to children's safety. Any damaged or broken equipment is removed. Staff are well qualified and are effectively deployed to ensure that the children's needs are met at all times. Staff work well with local authority advisers to implement action plans and drive further improvements. The management team monitors and tracks the progress of individual and groups of children. This means they have a clear overview of all children's progress and they use this to make sure children receive additional support when necessary. Rigorous recruitment procedures are followed to help ensure that staff are suitable to work with children. Staff attend training to strengthen their knowledge and

p.3

Effectiveness of the leadership and management is good

skills. The management team uses peer observations and supervision meetings to encourage staff to reflect on their own practice and that of their peers.

p.3

Quality of teaching, learning and assessment is good

Staff engage well with children in their play, and enthuse and ignite children's passion for learning. For example, staff are animated as they tell children stories using a variety of props. Children begin to predict the missing words when staff pause in their reading of repeated phrases. Staff play alongside children and respond well to their evolving interests. Children demonstrate that they have good attitudes to learning. They use their imagination well in their play. For example, they use sticks that they pretend are magic wands. They experiment with different media and materials, adding glitter, leaves, water, lavender and sand as they mix their magic potions.

p.3

Personal development, behaviour and welfare are good

The key-person system is used effectively to help children feel safe and secure as they spontaneously approach staff throughout the day. Staff teach children the importance of healthy lifestyles. They work in partnership with parents to make sure that the food children bring in their packed lunches is well balanced and nutritious. Mealtimes are relaxed, happy occasions. Staff sit and eat lunch with children and help them to develop their social skills. Children are physically active and enjoy their play outdoors. Older children build an obstacle course on the field and then decide to make it more challenging by adding more resources.

p.3

Outcomes for children are good

Early mathematical skills are emerging as children learn about numbers, shapes and size, for example, as they pretend to make cakes in the mud kitchen. Strong links with the local school help to prepare children emotionally for starting school. Children learn to be confident and independent from a young age. For example, they use the toilet independently, put on their own coats and tidy away resources at the end of the session. Children develop the key skills needed to be ready for the next stage in their learning.

p.3

Setting details

Unique reference number EY407637 Local authority Nottinghamshire Inspection number 1105088 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 50 Number of children on roll 100 Name of registered person Jester's Childcare Limited

p.4

reference number

Date of previous inspection 25 July 2014 Telephone number 01159520411

p.4

reference number

Jesters Childcare Ltd registered in 2003. The setting employs four members of childcare staff. Of these, three hold appropriate early years qualifications at level 3 and one at level 2. The setting opens Monday to Friday, all year round, except for bank holidays and the Christmas holidays. Sessions are from 7.30am until 6pm. The setting provides funded early education for two-, three- and four-year-old children.

p.4

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.

p.4

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.

p.4

reference number

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.5

reference number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

p.5

reference number

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

p.5