Alexandra Junior School

Jack & Jill Preschool Shelford Road, Portsmouth, Hampshire PO4 8NU

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Inspection date 4 April 2019 Previous inspection date 17 April 2018

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This inspection: Good 2

Previous inspection: Requires improvement Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

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This provision is good

n The management team and committee have worked hard to address the weaknesses from the last inspection. For example, all members of the committee are now suitably vetted and key-person systems have been strengthened. This helps to ensure partnerships with parents are strong and children are well supported. A clear and concise action plan has been developed. This has contributed to the good standards that have been achieved. n Staff provide an exciting and stimulating learning environment. There is a wide variety of resources to support children's learning. Children can choose what to play with and where to play. This effectively supports their independent decision-making skills. n Parents report they are very happy with the service the nursery provides. They say staff communicate with them effectively, through verbal discussions or online systems, to ensure they are fully informed about their children's time at the nursery. They fully

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This provision is good

appreciate ideas to help them support learning at home too. n Qualified staff have a good understanding of how children learn. They observe children as they play and respond well to children's choice of activities, moving around to deploy themselves effectively to help maintain children's interest. n Children are active and relish opportunities to play outdoors. Staff use windy weather as an opportunity to teach children about cause and effect. For example, children enjoy watching windmills spin faster and slower in the wind. n Staff support children with special educational needs and/or disabilities extremely well and quickly identify the areas that they need further support in. Staff work closely in partnership with parents and other professionals to target the support that is offered to children and their families. All children make good progress. n Staff miss opportunities to include the use of children's home languages, where English

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This provision is good

is an additional language, to support their understanding, learning and development even further. n Staff do not obtain enough information from parents about their children's prior learning and abilities when they first join the pre-school.

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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

n increase opportunities for children who speak English as an additional language to use their home language more, to enhance their understanding, learning and development even further n gain more detailed information from parents about their children's prior learning and abilities on entry to the pre-school, to plan more precisely for their development.

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What the setting needs to do to improve further

n The inspector held conversations with the committee chairperson, managers, staff and children throughout the inspection. n The inspector observed activities both indoors and outdoors to make a judgement on the quality of teaching and the impact this has on children's learning. n The inspector spoke to parents, grandparents and carers and took account of all their views. n The inspector completed a joint observation with the manager. n The inspector sampled documents, including children records, policies, safeguarding information and checked evidence of suitability and qualifications of staff.

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Effectiveness of leadership and management is good

Arrangements for safeguarding are effective. All staff know what actions to take if they have any concerns about children's welfare. The managers ensure staff keep their knowledge current, for example by attending regular training courses. The committee, together with the managers, have a rigorous recruitment and induction procedure, to help ensure the continued suitability of staff. Furthermore, robust systems are in place to oversee staff performance. This helps to provide relevant guidance and coaching to support staff further in their practice. Staff understand the importance of partnership working and develop good links with other settings children attend. For example, they share children's developmental information to help provide a consistent approach to their learning. The managers review the progress made by individual children and groups of children. This helps to inform planning.

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Quality of teaching, learning and assessment is good

Staff offer lots of praise and encouragement to children to help them develop a positive approach to learning. Staff support children's speech and language development. They engage children in conversation and actively listen to what they have to say, using clear language, gestures and signs when necessary. Staff effectively encourage children to use their thinking skills, for instance, they challenge them to estimate how many eggs are in the basket before they count them. Staff further extend this learning as they take away or add eggs to the basket, supporting children's simple addition and subtraction mathematical skills. Staff adapt activities and set achievable targets, to promote children's individual learning well.

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Personal development, behaviour and welfare are good

Staff are positive role models for children, who behave well. Children have ample opportunities to play and learn together outdoors. For example, they learn to negotiate and take turns with each other when playing games, such as 'What's the time Mr Wolf'? Mealtimes are a sociable experience at which staff use every opportunity to encourage children's independence. For example, staff support children to pour drinks and attempt to open food wrappers for themselves. Staff encourage parents to provide healthy packed lunches, which are free of dietary concerns, such as nuts. Children enjoy a variety of visits to the local area such as going for nature walks and on trips to the play park. This helps them learn about the wider world.

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Outcomes for children are good

Children are active learners. They learn to use good manners and develop positive social skills as they play with their friends. Children concentrate well as they carry out tasks, such as creating patterns on peg boards. This also helps to strengthen fine hand muscles to support their early writing skills. Children are confident and develop good conversation skills as they talk to visitors, and in circle time, about what they have done during the session. All children have a keen interest in technology and enjoy exploring a wide range of programmable equipment. Children all make good progress from their starting points and are ready to move on to school when the time comes.

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Setting details

Unique reference number 143485 Local authority Portsmouth Inspection number 10084874 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care Age range of children 2 - 4 Total number of places 26 Number of children on roll 48 Name of registered person Jack & Jill (Milton) Preschool Committee

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reference number

Date of previous inspection 17 April 2018 Telephone number 02392830040

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reference number

Jack and Jill Preschool registered in 1986 and operates from the site of Meon Infant and Junior School in Milton, Hampshire. The pre-school is open each day, during term time only, from 8am until 3.30pm. The pre-school receives funding to provide free early education for children aged two, three and four years. The pre-school employs eight members of staff. One member of staff holds a qualification at level 6 and another five members of staff have relevant qualifications at level 3.

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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.ofsted.gov.uk . 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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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T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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