Cracker Jacks Pre-School

Inspection of Cracker Jacks Pre-School 15 Kester Way, St. Neots PE19 6SL

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Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Not applicable

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The provision requires improvement

The quality of education across the nursery is not consistent. Staff do not always extend children's learning, or respond to their interests as they play, to ensure good progress is made in their development. Additionally, some staff ask questions that are not suitable for the age and stage of development of the children they are supporting. This means that children do not constantly flourish during their play. Organisation of the routines and activities requires improvement. At times, children are waiting for activities to begin or the next routine of the day. As a result, children lose interest.

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The provision requires improvement

Babies and older children can choose to play with safe and inviting resources throughout the day. Children happily play with the resources and demonstrate good behaviour. However, staff do not always build on what children can already do at all times, and learning opportunities are lost. Staff have formed secure bonds with the children. Babies are soothed by staff, and older children confidently tell staff if they are feeling upset. This helps children to build a strong foundation for their personal and emotional development.

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need to do better?

n The provider failed to notify Ofsted of an incident where a child was unsupervised in the garden for a short amount of time. However, they have taken action to ensure this does not happen again. Managers monitor procedures in the rooms, and headcounts occur regularly throughout the day. n The leaders are ambitious for children and staff. They have an accurate view of the overall quality of the nursery. They address identified areas of practice through training and meetings. However, there has been a period of recent staff change. Therefore, at the time of the inspection, planned improvements have not yet been made. Staff report they feel well supported by the leadership team, personally and professionally. They are motivated to develop their careers through qualification training and guidance. n Teaching requires improvement. Staff know their key children well and what they want them to learn next. However, some staff do not have a secure knowledge

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need to do better?

of how to engage children, to build on what they already know and can do, to progress their learning. As older children carefully handle worms in the garden and talk about what they are doing, staff ask questions that do not inspire the children to think creatively. Furthermore, staff do not always consider the space provided for the children to learn, including planned group times, and some routines are not well organised. For example, staff do not consider the space they conduct group times in, and children do not have enough room to learn. n Leaders model good teaching for staff. They encourage children to solve problems and come to their own conclusions. Children test out different-sized

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need to do better?

11 March 2025 sticks to work out which twig or branch will be the most suitable to saw in two. Leaders remind children of the safety procedures when using the saw, and children demonstrate their experience as they remind leaders of the rules themselves. These skills help children to develop their awareness of taking risks. n Staff support children's small-muscle skills sequentially throughout the nursery. Babies feel paint with their fingers, wave and clap. Toddlers use brushes and string to create purposeful marks on paper with paint. This arm and hand development leads to staff encouraging older children to practise successfully writing recognisable letters. n Children are learning about the world around them. Babies and children go on outings in the local area, and older children visit the forest school site. Older children carefully collect worms and slugs, observing their behaviour, and staff encourage them to handle them kindly. This helps children to develop a respect

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need to do better?

for living things. n Parents report that staff work well with them and listen to any concerns and work together to support their children. Parents feel that their children are helped to settle in when they first start nursery and that they receive regular communication about their child's day. Staff help them to understand the importance of children's learning by completing activity workshops together.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

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

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Due date

plan and implement a challenging and enjoyable learning experience for each child so that they make good progress 25/04/2025

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Due date

support children's needs with secure, organised routines to help them play and learn effectively. 25/04/2025

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should:

n embed further the programme of professional development so that staff

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should:

11 March 2025 consistently improve their teaching skills.

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Setting details

Unique reference number 2820165 Local authority Cambridgeshire Inspection number 10392062 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 45 Number of children on roll 45 Name of registered person Cracker Jacks Day Nursery Ltd

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reference number

Telephone number 01480 774572 Date of previous inspection Not applicable

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Information about this early years setting

Cracker Jacks Pre-School registered in 2024. The setting employs nine members of childcare staff. Of these, two hold qualifications at level 2, three at level 3, and the manager holds a level 6. The setting opens from Monday to Friday all year round. Sessions are from 8am until 6pm. The setting provides funded early education for all eligible children.

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Inspection activities

n This inspection was carried out as a result of a risk assessment, following information 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 observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The manager and the inspector carried out two joint observations of planned activities. n The inspector spoke to several parents during the inspection and considered their views. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the nursery. n Children talked with the inspector during the inspection.

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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

11 March 2025 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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