Jack & Jill Pre-School (Stannington)

Inspection of Jack & Jill Pre-School (Stannington) Church Hall,School Lane, Stannington, Sheffield, South Yorkshire S6 6DD

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Overall effectiveness Inadequate

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

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The provision is inadequate

Leaders have not met the actions raised at the last inspection. They have not provided Ofsted with the information required to check committee members' suitability. Staff training, support and supervision arrangements do not raise the quality of care and education provided. Leaders and staff have a poor understanding of possible signs that a child is at risk of harm. They do not know the correct procedures to follow if they have concerns about a child's welfare. Leaders do not keep records, or share information with other professionals, to help keep children safe.

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The provision is inadequate

Despite these weaknesses, children arrive happily at the setting. Relationships between staff, children and their families are warm and respectful. Children are mostly engaged in activities they choose for themselves. They enjoy using crayons to make marks and exclaim, 'It's mummy!' However, activities are not carefully planned to build on what children already know and can do. Additional funding is not used well enough to tailor high-quality learning experiences for children who need it. As a result, children do not make the best possible progress of which they are capable.

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The provision is inadequate

Staff introduce new words as children play, for example 'herbivore' and 'carnivore'. However, staff sometimes ask questions that require a limited answer. This means that the support for children's communication, language and thinking skills is inconsistent.

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need to do better?

n Those with oversight have not provided Ofsted with the information required to check the suitability of new committee members. Leaders do not maintain records relating to concerns about children or share information with statutory children's services where appropriate. Leaders and staff have a poor knowledge and understanding of safeguarding issues. They do not recognise possible signs that a child may be at risk of harm. This does not help to keep children safe. n Staff do not understand what they should do, in line with local safeguarding partnership procedures, if they have concerns about a child's welfare. They do not know the correct procedures to be followed in the event of an allegation being made. This means they would not take the right action to help keep children safe. n There is a variation in the quality of interactions between staff and children. Although leaders have some ambitions for what they want children to learn and

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need to do better?

be able to do, they do not ensure that this is implemented consistently through the staff team. Staff observe children to find out what they already know and can do. However, they do not use this information to plan the activities provided.

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need to do better?

3 October 2024 For example, the obstacle course set out to support children's large-muscle skills is too easy. Consequently, children's skills are not developed further. n Staff have high expectations for children's behaviour. At the start of story time, they remind children of the rules, such as facing the front, listening and only one person speaking at a time. They explain why this is important. When children experience conflict with their friends, staff sensitively support them. They help children to think about how their actions impact others. As a result, children learn to manage their emotions and are ready to learn. n Staff read to children in a way that excites and engages them. Staff pause, allowing children to complete the repeated phrases from the story 'The Gingerbread Man'. This helps children to learn new words and develop a love of reading. n Sometimes, staff ask questions that require a limited answer or are too difficult.

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need to do better?

For example, they ask, 'What does the fireman do? What's his job?' This does not support children to express their own ideas. Staff have a varied understanding of how to support children with delayed communication and language skills. For example, they say they will 'just talk to them'. Consequently, children who need additional support do not receive swift and effective intervention to help them to prepare well for the next stage in learning. n Leaders do not monitor staff practice or provide feedback on how this can be developed. Training and support are not tailored so that they improve the quality of care and education provided. n The setting receives additional funding, such as early years pupil premium funding for some individual children. However, the provider does not ensure that this is used effectively and that all aspects of support for children's learning and development are covered. This means that not all children make the best

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need to do better?

possible progress. n Children enjoy outdoor play that helps to develop their physical skills. For example, they throw and catch a ball with staff. They push themselves along on wheeled toys and learn to develop their coordination and strength. However, staff do not provide outdoor activities every day. In addition, the snacks provided are not always balanced and nutritious. For example, during some sessions, no fruits or vegetables are offered. This does not help children to make healthy choices around food or benefit from daily outdoor experiences. n Parents know who their child's key person is. They value the information staff share with them, via the software app and when they drop off and collect their child. Staff share regular updates on their child's development and activities they have enjoyed.

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Safeguarding

The arrangements for safeguarding are not effective.

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Safeguarding

There is not an open and positive culture around safeguarding that puts children's interests first.

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Due date

provide Ofsted with details of the individuals associated with the organisation so that suitability checks can be completed on all committee members 24/10/2024

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Due date

keep records, particularly in relation to any safeguarding concerns, and share information with other professionals to ensure children's needs are met 24/10/2024

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Due date

ensure leaders and staff have a good understanding of safeguarding issues and of local reporting procedures in the event of concerns for a child's welfare or an allegation being made 24/10/2024

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Due date

provide training, supervision and support that raises the quality of care and education provided by staff 24/10/2024

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Due date

promote children's good health, including by providing daily outdoor activities and ensuring snacks are healthy, balanced and nutritious. 24/10/2024

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Due date

plan and deliver educational programmes that support all children to make good progress, including learning opportunities that build on what children already know and can do 03/01/2025

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Due date

3 October 2024 ensure staff support children's communication and language skills, including through high-quality interactions and the sensitive use of questioning. 03/01/2025

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should:

n develop the use of additional funding, such as pupil premium funding, so that it supports the individual needs of vulnerable children.

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Setting details

Unique reference number 300849 Local authority Sheffield Inspection number 10317496 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 23 Number of children on roll 25

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Name of registered person

Jack and Jill Pre-School (Stannington) Committee

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reference number

Telephone number 0114 2855954 Date of previous inspection 6 October 2023

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Information about this early years setting

Jack and Jill Pre-School (Stannington) formed in 1973 and is located in Stannington, Sheffield. The pre-school is open Monday to Friday, from 8am to 3.15pm, during term time only. The pre-school employs six staff members. Of these, five hold an appropriate early years qualification at level 3. The pre-school provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n We carried out this inspection as a result of a risk assessment, following information we received about the provider. n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want the children to learn. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector spoke with the nominated individual about the leadership and management of the setting. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector and the manager carried out a joint observation of an activity. n Parents shared their views of the setting with the inspector.

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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

3 October 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.

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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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