Jack and Jill at Saint Mary's

Jack and Jill at Saint Mary's St. Marys RC Primary School, Holden Road, Salterbeck, Workington, Cumbria, CA14 5LN

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Inspection date

Previous inspection date 14 September 2017 9 September 2014

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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

 Managers and leaders have high aspirations. They inspire their entire staff team to adopt a very focused vision, to help children flourish into confident, independent and sociable individuals. This helps to lay the foundations for future learning.  Children are cherished in the welcoming pre-school. Key persons offer good support during settling-in periods, helping to nurture children's emotional well-being.  Children are welcomed into an environment that motivates them to play, learn and develop. The link between the indoor and outdoor areas contributes towards children making independent choices and extending on the breadth of their own experiences.  Partnerships with parents are strong. Effective strategies, such as home visits and newsletters, engage parents in all aspects of children's learning and development.  The knowledgeable staff are attuned to what children know and enjoy. They use the

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This provision is good

information from their high-quality observations and assessments to tailor learning experiences that help to support children's continued good progress.  Staff promote positive relationships. Children's achievements and good work are highly celebrated through effective systems, such as superstar awards.

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It is not yet outstanding because:

 Staff have not yet explored a wide range of continuous professional development that is highly focused on enhancing the quality of teaching to the highest levels.  Occasionally, staff do not extend ways for children to share information about their precise similarities and differences, to aid their knowledge of what makes them unique.

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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

 explore a wider range of highly focused continuous professional development opportunities that aims to raise the quality of teaching to the highest levels  extend ways for children to accurately represent themselves and share more in-depth information about their similarities and differences in order to broaden their knowledge of what makes them unique.

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Inspection activities

 The inspector observed the quality of teaching indoors and outside and assessed the impact this has on children's learning and development.  The inspector conducted a joint observation with the manager during a planned activity.  The inspector held discussions with the manager, the staff and children at appropriate times during the inspection.  The inspector took account of the views of parents spoken to on the day of the inspection.  The inspector looked at evidence of the suitability of staff, policies and procedures, children's learning journals, a record of staff qualifications and training and the provider's self-evaluation documents.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The well-qualified staff team completes regular safeguarding training. This helps to ensure that all staff have a secure knowledge of the procedures to take if they have any concerns about a child's welfare. Recruitment and induction procedures are rigorous and contribute towards ensuring that staff are skilled and suitable to work with children. Staff are vigilant. They routinely check all areas are clean and free from hazards, in order to keep children safe. The manager and staff consistently reflect on the quality of their own practice and welcome the views of children and parents. For example, they have recently improved the nursery garden, making better use of the space to support children's learning further. Overall, efficient systems are in place for the supervision and monitoring of staff practice. Effective tracking is used well to secure timely interventions and help close any emerging gaps in children's learning.

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Quality of teaching, learning and assessment is good

Overall, the quality of teaching is high and activities are challenging and fun. This helps children to engage well in their learning. Children revel in the experiences that staff provide to lead on from their current interest in mini-beasts. Staff encourage children to connect with their natural surroundings. They alert children to spontaneous events that occur, such as chickens entering the garden from the adjoining allotment. Staff's engaging conversation helps children to reflect on their home life experiences and talk about where food, such as eggs, come from. Children have opportunities to develop their own play themes, such as when creating a picnic. Staff's good intervention helps children to recreate roles and to develop an understanding of what keeps them and others safe.

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Personal development, behaviour and welfare are good

Staff's positive, sensitive and encouraging natures help children to adopt a can-do attitude. They help children to begin managing practical routines, such as washing hands independently before eating and sitting down alongside others at snack time. This helps children to develop a good understanding of the expectations for behaviour. Staff encourage children to lead active lifestyles through experiences, such as weekly physical education sessions in the school hall. This contributes towards children understanding the importance of taking regular exercise and the effects this has on their body. Transition on to school is seamless. Highly effective taster sessions and excellent links with the Reception class teacher help to ensure that children are emotionally ready for their move.

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Outcomes for children are good

All children make good progress and gain the skills they require for their next stages in learning, including school. Children are imaginative and motivated learners. They communicate well and enjoy working together with others to introduce a narrative into their play. Children begin to adopt customs and routines they will become more familiar with at school. For example, they listen attentively at times, such as registration and begin to adopt good table manners when eating lunch in the school hall.

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Setting details

Unique reference number EY343611 Local authority Cumbria Inspection number 1104558 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register Age range of children 2 - 4 Total number of places 26 Number of children on roll 41 Name of registered person Jack and Jill at St Mary's Committee

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reference number

Date of previous inspection 9 September 2014 Telephone number 01946 834867

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reference number

Jack and Jill at Saint Mary's registered in 2006. The pre-school employs five members of childcare staff. Of these, four hold appropriate early years qualifications at level 3. The pre-school is open Monday to Friday, from 8am until 4pm, during term time. 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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