Jack in the Box Preschool

Inspection of Jack in the Box Preschool Scout HQ, Clay Lane, Wendover, AYLESBURY, Buckinghamshire HP22 6NS

p.1

Overall effectiveness Inadequate

The quality of education Good Behaviour and attitudes Good Personal development Inadequate Leadership and management Inadequate Overall effectiveness at previous inspection Good

p.1

The provision is inadequate

The committee and manager have failed to take reasonable steps to ensure that children in their care are not exposed to risks. There has been a significant potential risk to children's safety in respect of an extra-curricular activity.

p.2

The provision is inadequate

Children arrive happily at their welcoming pre-school. They are busy and keen to learn from the start of their day. They develop good independence and help themselves to resources and activities of their choosing. Most children show a keen interest in early reading. However, staff do not make the best of opportunities to fully encourage boys to read. Children make special friendships and use their imaginations as they act out storylines, for example, they use a variety of items to represent different things. Occasionally, however, staff do not fully challenge children to build on their thoughts and ideas. Staff enthusiastically offer children a good start for their future learning. The key-person system works well in practice and children receive individually tailored support. Staff have effective partnerships with other professionals, such as speech and language therapists and physiotherapists.

p.2

The provision is inadequate

Children learn right from wrong, share and take turns, and remind each other of the pre-school rules. They work successfully together to achieve an aim, such as moving a box of resources to the outdoor area. Children respond positively to staff's praise and encouragement, which helps them to recognise their achievements, of which they are proud.

p.2

need to do better?

n During an extra-curricular activity of riding on a Shetland pony, the manager and committee failed to protect children's safety by ensuring that they wore appropriate protective headwear. As a result, they failed to teach children about risk management, to develop their personal awareness. n The manager and staff reflect on how they can manage their workload more effectively. For instance, they have introduced an online system for planning, assessing and tracking children's progress. In discussions with parents, they found they appreciate this communication system. Parents hold staff in high regard in respect of the ongoing progress they recognise in their children. n Staff encourage children to make healthy choices. For example, they cut up fruit at snack time and enjoy growing vegetables, which they eat in the pre-school. Children learn good hygiene practices and know they need to wash their hands

p.2

need to do better?

to keep them free of germs. They are physically active. For instance, they join in rhyme time, climb, slide and balance. Children learn about their local community and help sustain their pre-school. For example, they painted stones to put around the community advertising their pre-school. Children develop a good

p.2

need to do better?

18 September 2019 understanding of their uniqueness through themes, such as 'myself'. They learn about people who help us and other people's beliefs. For example, they listened to the story of 'Rama and Sita' to help them understand the celebration of Diwali. n Children enthusiastically explore letters and sounds. Staff model language clearly and introduce a wide range of new words to extend their vocabulary. Children have many good opportunities to practise early writing. Most-able children gain skills to draw recognisable people with facial features. Children begin to recognise their name, such as when they self-register. Sometimes, staff do not make the best of opportunities to extend children's interest in early reading, particularly boys. n Staff encourage children to explore mathematical concepts. For example, they talk about 'heavy' and 'light' as they fill paint pots. They sort by shape and size

p.2

need to do better?

as they thread beads on wires and then use their imagination to pretend these are worms. n Children, including those with special educational needs and/or disabilities (SEND), are well prepared for their next stage of learning. The manager and staff plan and provide worthwhile activities linked to children's interests, age and stage of development. Children are keen and active learners and they gain skills for their future successes. n The manager encourages staff to build on their good knowledge and skills. She identifies training opportunities and observes staff working with the children. This helps her to identify and develop staff's teaching practices to benefit the children. However, sometimes, staff do not fully challenge children's thoughts and ideas, to extend on their existing good learning experiences.

p.3

Safeguarding

The arrangements for safeguarding are not effective.

p.3

Safeguarding

The provider and manager fail to identify all weaknesses in safeguarding practices. They do not ensure that all risk assessments are thorough and effective in practice, to minimise significant potential risks to children's safety and welfare.

p.3

Safeguarding

The manager and staff have a good knowledge and understanding of the Local Safeguarding Children Board guidelines. They keep up to date with child protection training and know the procedures to follow should a child be at risk of harm. Rigorous procedures for staff recruitment help ensure that staff are suitable to work with children.

p.3

Due date

18 September 2019 ensure staff use risk assessment effectively to identify potential safety hazards, and take prompt action to remove or minimise any risks to safeguard children. This is in particular reference to extra-curricular activities. 04/10/2019

p.3

should:

n focus more precisely on further challenging children's thoughts and ideas n extend children's literacy skills, particularly for boys' interest in early reading.

p.4

Setting details

Unique reference number 140855 Local authority Buckinghamshire Inspection number 10118131 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care Age range of children 2 to 3 Total number of places 30 Number of children on roll 20 Name of registered person Jack in the Box Pre-School Committee

p.5

reference number

Telephone number 01296 696404 Date of previous inspection 31 January 2018

p.5

Information about this early years setting

Jack in the Box Preschool registered in 1994. It is located in Wendover, Buckinghamshire. It opens Monday to Friday, 8.30am until 3.30pm, during term time. The pre-school provides funded early education for children aged two, three and four years. It supports children with SEND. The pre-school employs six staff. Of these, four staff hold appropriate early years qualifications, from level 3 to level 6.

p.5

Inspection activities

n The inspector and the manager completed a learning walk to identify how the manager plans and implements her educational provision. n The inspector spoke with the manager, staff and children at appropriate times throughout the inspection. n The inspector observed and evaluated an activity with the manager. n The manager, staff and inspector discussed the children's progress and sampled documentation. n The inspector took account of the written views of parents.

p.5

Inspection activities

18 September 2019 We carried out this inspection 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.5

Inspection activities

18 September 2019 regulates and inspects to 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.

p.6

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

Inspection activities

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.7

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7