Jack and Jill's Pre-School

Inspection of Jack and Jill's Pre-School Darwin Hall, Heathcot Place, Lichfield, Staffordshire WS13 6RQ

p.1

Overall effectiveness Good

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

p.1

The provision is good

Children happily enter the setting and are eager to participate in the activities available. They settle well and demonstrate secure relationships with staff. Children engage in a range of activities to develop their individual next steps in learning, based on their interests. Staff sit alongside the children and join in with their play, while also extending their learning. Children have opportunities to be creative and solve problems as they select their own materials to create models. They enjoy exploring different ways to make patterns using peg boards. Children are taught how to keep themselves safe as they learn about the role of firefighters. They use their imaginations as they pretend to be firefighters in the make-believe fire station.

p.2

The provision is good

Outside, children have fun developing their coordination skills as they kick large balls to staff or into a goal. They take it in turns to hide objects from other children and give instructions for children to follow to help them find the hidden items. Staff have high expectations for each child, including those in need of additional support and those for whom the setting receives extra funding. Children behave well and develop their listening and attention skills during circle time. Every opportunity is taken to extend their vocabulary. This helps prepare them for their transition to school.

p.2

need to do better?

n There is an effective key-person system in place. The key person is introduced to parents and information is shared about their children when they join the setting and on an ongoing basis. This helps to support children's emotional needs and to identify what individual children know and need to learn next. Parents' comments about the pre-school are highly complimentary and they say they feel well informed about their children's progress. n Throughout the session, children frequently come together as a whole group, for example at snack time, circle time and other adult-led activities. However, at times, this impacts on the time allowed for children to become immersed in their own choice of activity, particularly for younger children. n Staff effectively support children who speak English as an additional language and children with special educational needs and/or disabilities. Children learn to use simple sign language as a visual means of communication. They explore

p.2

need to do better?

different cultural backgrounds and learn about the world around them. n Children are generally keen to engage in the activities on offer. There are daily opportunities for children to learn to recognise letters and to begin to link letters to sounds. However, some group activities are not as effective as other group activities at keeping children fully engaged and motivated to learn. The manager and staff do not always fully consider the age and stage of development of the

p.2

need to do better?

16 January 2020 children. n Children learn about healthy lifestyles. Staff maintain a high standard of hygiene. For example, toys are regularly washed. Children are taught good personal hygiene. They are offered a wide range of healthy snacks and participate in regular exercise indoors and outside. n Children have fun developing their mathematical skills during counting songs and rhymes. They enjoy using props and count how many currant buns are left when they buy one and take it away. Staff use this activity to ask challenging questions to help extend their mathematical knowledge. Children learn to take turns and are praised for their efforts. n Staff receive regular supervisions with the manager. They are supported to improve and reflect on their teaching skills and develop their knowledge and skills through training. Staff are well qualified and are encouraged to share their skills with the team to help further support children's progress.

p.2

need to do better?

n Since the last inspection, efforts have been made to build effective working relationships with other settings that children also attend. As a result, staff are gaining more information about children's progress. n The manager effectively uses additional funding, such as the early years pupil premium, to support children. For example, resources to support children's communication and language skills have been purchased. n The manager, directors, staff and parents regularly share their views on ways to develop the pre-school. There are clear plans in place to make improvements. For example, they would like to add some cover to the patio area to enable children to more freely access sand and water play outside.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The manager and staff have a secure understanding of the procedures to follow should they have any concerns about a child's welfare. They are knowledgeable about the possible signs that could indicate a child is at risk of harm. Staff know the procedures to follow to report any concerns. Children are closely supervised, and staff carry out risk assessments to identify and reduce hazards. For example, the main door is locked during sessions. On occasions when children are not collected by their main carers, there is a password system in place to help check the identity of the adults and enhance children's safety.

p.3

should:

n use a wider range of teaching strategies to help children learn to link sounds to letters, ensuring that the activities are age appropriate n review the organisation of daily routines and group times to maximise

p.3

should:

16 January 2020 opportunities for younger children to be more deeply engaged in their learning through the activities they choose for themselves.

p.3

Setting details

Unique reference number EY411974 Local authority Staffordshire Inspection number 10102044 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care Age range of children 2 to 4 Total number of places 21 Number of children on roll 26 Name of registered person Jack and Jill's Pre-School (Lichfield)

p.5

reference number

Telephone number 07751 271970 Date of previous inspection 21 March 2019

p.5

Information about this early years setting

Jack and Jill's Pre-School registered in 2010. The pre-school employs five members of childcare staff. Of these, one holds qualified teacher status and one is qualified at level 7. Two other members of staff are qualified at level 3 and one at level 4. The pre-school opens from Monday to Friday during term time only. Sessions are from 8.15am until 2.30pm. The pre-school provides funded early education for three- and four-year-old children.

p.5

Inspection activities

n The inspector conducted a learning walk with the manager and discussed how the curriculum is planned. n The manager completed a joint observation and evaluation of an activity with the inspector. n The inspector spoke to staff, children and parents at appropriate times during the inspection. n The inspector looked at evidence of the suitability of staff working in the provision and a sample of documents, which included children's records, policies and procedures. n The inspector observed the quality of teaching during activities indoors and outdoors, and assessed the impact this had on children's learning.

p.6

Inspection activities

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.6

Inspection activities

16 January 2020 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