Jubilee Friends Pre-School

Inspection of Jubilee Friends Pre- School Scout Hut, Jubilee Park, Watchouse Road, CHELMSFORD CM2 8ND

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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 Good

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The provision requires improvement

Leaders do not assign a key person when children start attending the pre-school. This has an impact on children's ability to build bonds and become familiar with the routines. Staff do not find out key information about children before they start. These oversights mean that not all children receive continuity in their care to fully meet their individual needs.

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The provision requires improvement

Despite these weaknesses, children are happy when they arrive at pre-school to start their day. Leaders use a visual prompt for each child to find and put away their belongings. This helps children to carry out small tasks. Generally, children behave well. At times, children show affection for one another. Staff intervene to support children to help them understand what is expected of them. This helps them to regulate their emotions and understand boundaries.

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The provision requires improvement

Leaders and staff provide a range of activities for children to explore. At times, it is unclear what they want children to learn. This does not help to build consistently on what children already know and can do. That said, children have plenty opportunities to explore outdoors. They excitedly use their feet to push themselves on swings. Staff give children encouragement and step in when they need to support to build their confidence.

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need to do better?

n A key person is not allocated to children when they first start pre-school. Although parents recommend the pre-school and receive regular communication, they do not know who their child's key person is. This means children do not benefit consistently from care tailored to meet their individual needs. n Leaders have induction and supervision processes in place for staff. However, they do not consistently carry these out for all staff. For example, induction training is not completed fully before staff start and they are not always clear about their roles and responsibilities. Staff do not receive enough support for their ongoing professional development to ensure the quality of their teaching and interactions with children is consistently good. n Leaders have developed a curriculum that helps children to become curious learners. Children explore a variety of activities and show deep interest in building. They access screwdrivers and learn about safety. Children talk about

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need to do better?

the strength they use to turn screws into wood. However, leaders do not ensure all staff know precisely what children need to learn next when planning activities so that children benefit from rich learning experiences that support their learning. n Children are eager to explore outdoors and show deep interests in becoming physical learners. Leaders and staff plan daily opportunities for children to play

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need to do better?

16 July 2025 in fresh air. Children climb equipment to build their strength and pull themselves up. Staff support children to take turns going down the slide and jumping. This helps children to develop positive attitudes to learning and take appropriate risks. n Leaders ensure that children with special educational needs and/or disabilities have plans in place. They identify gaps to support children and work with parents and other professionals. Although leaders understand what help children need, they do not always make timely referrals to access further funding children are entitled to. This means children do not benefit quickly enough to assure their sustained progress. n Leaders have effective recruitment procedures in place. They ensure all staff have appropriate suitability checks before working with children. Staff speak positively of the support they receive from leaders. However, although they

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need to do better?

report that they work closely alongside leaders daily, there are inconsistencies in teaching across the pre-school. Staff do not always have individual targets to improve practice. As a result, children's learning experiences are variable and not precisely focused. n Children are confident to make choices in their play. They like to express their interests through conversations. Staff listen to children and give praise for their efforts. Children seek support from adults when they need it. This helps children to feel safe and happy at pre-school.

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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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should:

n strengthen how the curriculum is planned so staff can structure the teaching to focus precisely on what they want children to learn n make timely referrals to access further funding children are entitled to so that they make the best possible progress in their learning.

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Setting details

Unique reference number EY399340 Local authority Essex Inspection number 10394698 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care

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inspection

Total number of places 26 Number of children on roll 20 Name of registered person Jubilee Friends Limited

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reference number

Telephone number 01245474157 Date of previous inspection 20 September 2019

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Information about this early years setting

Jubilee Friends Pre-School registered in 2009. The pre-school operates Monday to Friday from 9am until 3pm, during school term time. There are five members of childcare staff. Of these, three hold early years qualifications at level 3. The pre- school provides funded early education for all eligible children.

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Inspection activities

n The manager and the inspector completed a learning walk together of all areas of the pre-school and discussed the early years curriculum. 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 Staff spoke to the inspector during the inspection. n The inspector carried out joint observations of group activities with the manager. n Children communicated with the inspector during the inspection. n Parents shared their views of the pre-school with the inspector. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the pre-school.

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Inspection activities

16 July 2025 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

16 July 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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