Jumping Jellybeans Pre-school

Inspection of Jumping Jellybeans Pre- school St Pauls Church Hall, Culliford Crescent, Poole, Dorset BH17 9ET

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Overall effectiveness Good

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

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The provision is good

Children thoroughly enjoy their time at pre-school. They arrive happy to see staff and their friends and settle quickly, which shows that they feel safe and secure. Children behave very well and know what is expected of them. For instance, when staff ask them to listen during circle time, they immediately stop what they are doing and pay attention. Children eagerly explore the activities laid out for them. They create models using clay and a range of tools. This provides good opportunities for children to use their imaginative skills.

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The provision is good

Children socialise extremely well with their friends. They dig for worms outside and become captivated as they use magnifying glasses to watch them move. Children excitedly show the manager what they have found and add them to wormery areas. They take part in regular music and rhyme sessions. For example, children move their bodies in time to the music, following staff's lead to reach up high and squat down low, jump up and wiggle around.

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The provision is good

During the COVID-19 pandemic, the manager has made effective changes to help keep children and staff safe. In order to keep social distancing, parents are currently not coming into the building. Staff now meet children at the door. This results in children quickly settling and immediately engaging in meaningful play.

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need to do better?

n The provider, who is also the manager, has clear intentions for children's learning and works with staff to plan a broad curriculum. She emphasises the importance of child-initiated learning. The manager explains how the aim is to support children's progress through building on what they already know and can do. However, there are some inconsistencies in the quality of education. For instance, some less experienced staff do not implement the curriculum intent effectively. As a consequence, not all activities build on children's prior knowledge. n Staff plan weekly trips to a local heath area to for the children to engage in forest school sessions. Forest school training since the last inspection has sparked an interest in this style of teaching. Children enjoy learning about nature and experimenting with natural resources. They have plenty of fresh air and physical exercise, and take managed risks as they learn to cross the road

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need to do better?

safely. n Staff help children to develop their independence. Children have responsibility for tasks, such as serving themselves snacks. They always try to do things for themselves first, for example clearing their plates after eating and putting their coats on. n Children have close relationships with staff. Younger children occasionally feel

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need to do better?

4 February 2022 anxious, and staff are quick to recognise this and offer reassurance. This helps children to feel happy and safe. Familiar daily routines and gentle reminders of what to expect next help children to feel emotionally very secure. n Parents are highly complimentary about the staff. Comments include that they are 'thankful to all the staff for their time and obvious love for all the children', and are 'very impressed with the care and attention children receive'. Parents appreciate the feedback they receive from staff and how they have been offered support, such as being signposted to other professionals. n The manager and her staff work hard to ensure that children who need extra help or have special educational needs and/or disabilities receive intervention at the earliest opportunity. They support families and work with other professionals. Staff implement strategies to help children catch up and make the

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need to do better?

best progress they can. This is evident in children's good progress in their personal, social and emotional development. Children are building very strong relationships with their friends and willingly share resources outside. n Staff show a genuine enthusiasm and passion for their work with children. They have made good use of their professional development to support children of all ages to develop their speech and language. For instance, staff introduce sign language alongside words such as 'please', 'thank you' and 'waiting', to help improve children's communication and understanding.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Staff complete training to keep their child protection knowledge up to date. They are aware of the signs of abuse and neglect, and they know the local referral procedures to follow if they have a concern. The manager has strong partnerships with a wide range of professionals to ensure children receive the support they need. Staff complete regular risk assessments to ensure that the environment is safe, particularly as they set up and pack away the indoor and outdoor provision each day.

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should:

n strengthen supervision, coaching and mentoring arrangements for the less experienced staff, to improve their knowledge and skills further.

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Setting details

Unique reference number EY292363 Local authority Bournemouth, Christchurch & Poole Inspection number 10125839 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register Day care type Sessional day care

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inspection

Total number of places 26 Number of children on roll 31 Name of registered person Southern, Deborah Marie

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reference number

Telephone number 0770 883 9918 Date of previous inspection 8 November 2013

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Information about this early years setting

Jumping Jellybeans Pre-school is a privately run group which opened in 2004. It operates from the hall of St Paul's Church, in Canford Heath, Dorset. The setting is open on Monday, Tuesday, Thursday and Friday from 8.30am to 2.30pm, during term time only. It provides funded early education for two-, three- and four-year- old children. The setting employs six members of staff. Of these, four hold appropriate childcare qualifications from level 3 to 6.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The manager and the inspector carried out a learning walk and discussed the curriculum intentions and activities for children's development. n The inspector observed the quality of education during activities to assess the impact on children's learning. n The inspector carried out a joint observation of a group activity with the manager. n Staff and children spoke with the inspector at appropriate times during the inspection. n The inspector spoke to a selection of parents during the inspection and took account of their views. n The inspector held a discussion with the manager in relation to the leadership and management of the nursery.

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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.

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Inspection activities

4 February 2022 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.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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