Jack and Jill Pre-School Nursery Ltd

Inspection of Jack and Jill Pre-School Nursery Ltd Dordon Community Primary School, Roman Way, Dordon, Tamworth, Staffordshire B78 1PJ

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 Good

p.1

The provision is good

Children are excited as they arrive at the nursery, and most of them separate well from their parents at the door. Staff are on hand to greet children and reassure those younger children who are new to the nursery environment. Great care is taken to address children's anxiety, and staff provide comfort and reassurance during these early days at nursery. Staff form close bonds with their key children. They use what they know about the children's interests to engage children in play. This, along with comforters from home, supports children's emotional well-being, and they become settled and secure in the environment. Children show kindness to each other. Older siblings quickly recognise any distress and respond with cuddles to soothe younger ones. Staff are good role models. They teach children simple rules to enable children to understand how their behaviour affects others. As a result, children begin to show tolerance and respect for others. Children make nice

p.2

The provision is good

The curriculum is ambitious and focuses primarily on the prime areas. As children's learning develops, staff introduce the specific areas. Staff challenge what children know and can do. This provides a baseline for what children need to learn next so that they can make the best possible progress in their learning.

p.2

need to do better?

n The senior team provides staff with regular supervision, training and support. Training days focus on specific mandatory training, such as paediatric first aid. Weekly information from external agencies is shared with staff to keep their knowledge up to date around any local issues. This provides staff with the information and skills they need to carry out their roles and responsibilities effectively. Staff feel valued. However, the majority of training is online, and it does not always take full account of those who prefer to learn in other ways. n Children with special educational needs and/or disabilities receive very good support. Staff's assessment of children, along with information from parents, is used to develop a detailed record of each child's development stage. This supports the team to make early identification of any gaps in children's attainment. The team is quick to invoke early action. They develop individual

p.2

need to do better?

plans for each child's learning to target the areas where children need support to make the best possible progress. n Younger children have access to play, both indoors and outdoors. Staff are warm and nurturing. They are quick to respond to children's emerging needs. The pace is very much child led. Outdoors, children develop their large muscles as they climb and negotiate the steps to the slide. They follow simple rules to keep themselves safe. Children smile and laugh as they say 'ready, steady, go', and move down the slide confidently. Staff are mindful of children's health and

p.2

need to do better?

19 September 2024 personal care needs. Children begin to gain some independence as they wipe their noses with tissues themselves. n Children's language is a high priority, and teaching has a sharp focus on children's vocabulary. Staff continually talk and sing with younger children to encourage their emerging speech. Older children enjoy small-group times. The skilled staff use puppets to engage and maintain children's interest. Children become enthralled with the characters as they listen and take turns to practise their word formation and repeat more complex rhyming sentences. Staff teach them to use their tongue to form letter sounds correctly. This raises the quality of children's speech rapidly. n Children are confident and inquisitive. They use what they know and apply this to their learning. Children use paint to make vegetable prints. They explore their senses, touching and smelling the different vegetables. Children look with staff

p.2

need to do better?

at the pips from the apple and recognise these grow on the trees outside. Staff remind children about safety when using a knife. Children begin to build their understanding of simple mathematics. They count during story times and other activities using their fingers. However, teaching does not yet fully support children to recognise that all numerals have a value from zero. n Partnerships with parents are very good. Parents speak highly about the care, support and education their children receive. They say that the nursery has a 'homely feel'. Communication is very good, and the nursery shares activities that parents can carry on with at home to support their children's learning.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

should:

n increase children's awareness of numerals even further to include the use of zero n consider the varied learning styles of the team to further support their ongoing professional development.

p.3

Setting details

Unique reference number EY476268 Local authority Warwickshire Inspection number 10363028 Type of provision Childcare on non-domestic premises

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care

p.4

inspection

Total number of places 48 Number of children on roll 86 Name of registered person Jack and Jill Preschool Nursery Ltd

p.4

reference number

Telephone number 01827 899551 Date of previous inspection 25 February 2020

p.4

Information about this early years setting

Jack and Jill Pre-School Nursery Ltd registered in 2014. The nursery employs 14 members of childcare staff, 12 of whom hold appropriate early years qualifications ranging from levels 2 to 6. Two staff are not qualified. The nursery opens from 8.45am to 2.45pm, Monday to Friday, during term time. A before- and after-school provision is also provided from 7.30am to 8.45am, and from 3pm to 5.30pm. The nursery provides funded early education for two-, three- and four-year-old children.

p.4

Inspection activities

n The inspector viewed all areas of the premises used for childcare. They discussed the safety and suitability of all areas with managers. n The deputy managers joined the inspector for a learning walk. They shared the aims and rationale for their early years foundation stage curriculum with the inspector. n The inspector carried out a joint observation with the deputy manager. This involved a small-group activity with the pre-school children. n The inspector observed the quality of the care and education being provided, indoors and outdoors, and assessed the impact this was having on children's learning. n The inspector spoke to staff, parents and children at appropriate times during the inspection and took account of their views. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working at the nursery.

p.5

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.5

Inspection activities

19 September 2024 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.5

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.6

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.6

Inspection activities

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

p.6

Inspection activities

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

p.6