Jiggy Childcare

Inspection of Jiggy Childcare St Mary's Community Centre, Alice Court, Widnes, Cheshire WA8 0ED

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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

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The provision is good

Children form warm and secure attachments with the kind and nurturing staff. Well-planned settling-in procedures allow staff to build positive relationships with children and their families. This helps children separate confidently from parents and carers on arrival. Staff demonstrate a strong understanding of their key children. They tailor support and build on children's learning and development from the very first day.

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The provision is good

Leaders create an ambitious and well-structured curriculum. All children make good progress from their individual starting points. Staff create a stimulating and engaging learning environment, both indoors and outdoors, designed to capture and sustain children's interests. For example, they promote older children's understanding of healthy living by setting up an obstacle course in the garden. Children confidently and safely navigate the course, demonstrating physical skills and perseverance. Staff offer consistent praise and encouragement. Children take great pride and joy in their achievements.

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The provision is good

Staff have high expectations and role model good behaviours. Children demonstrate good behaviour and listen well to adults. Staff use praise effectively to reinforce positive actions, such as when children independently wash their hands before snack. This supports children in remembering and repeating the positive choices encouraged by adults. Children also demonstrate kindness and consideration towards their friends.

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need to do better?

n The provider creates a warm, welcoming environment for all children and their families. The setting has developed into a community hub offering valuable support to families throughout their time there. For example, staff arrange for guests, such as health visitors, to attend regular drop-in sessions. This provides parents with access to advice and guidance and helps strengthen the link between home and setting. n Communication and language development are supported well. Staff have recently completed training focused on developing children's communication skills. Storytelling and singing are regular features of daily practice. Staff promote alternative forms of communication, such as using basic sign language to further support and enrich children's language development further. This helps to build on children's vocabulary and confidence. n Leaders demonstrate a strong commitment to continually support children's

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need to do better?

development. They reflect thoughtfully on practice and implement well- considered changes. For example, recent improvements to the role-play environment have effectively encouraged children to communicate more during

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need to do better?

24 July 2025 play. However, the same level of precise evaluation is not consistently applied when monitoring staff practice. Staff are not always fully aware of their areas for development or how to improve. Therefore, they are not always able to identify opportunities to extend children's learning effectively. n Staff support children in managing their personal hygiene routines well. Children understand the importance of washing their hands before meals and confidently self-serve fresh fruit at snack time. Although children are developing independence, practice during mealtimes is inconsistent. Some staff pour drinks and serve food for older children, while others encourage independence by offering praise and support as children serve themselves. This inconsistency limits opportunities for all children to consistently build confidence and do things for themselves. n Staff ensure children are well prepared for their learning and development.

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need to do better?

Flexible and thoughtful transition arrangements support children to settle in smoothly and meet their individual needs. Strong partnerships with local schools help to ensure robust procedures are in place for children's transition to school. All children are well supported and confidently prepared for the next stage in their learning. n Children learn about the community they live in. Staff take children on visits within the local area, where they meet with residents. This helps them to build positive relationships and develop an understanding of the world around them. Visits from local police officers and firefighters further support children's learning about people who help us and the important roles they play in the community. n Parents speak highly about the setting. They describe the setting as 'inclusive, caring and supportive'. Children make good progress and are very happy, having built strong bonds with the caring staff. Staff regularly update parents about

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need to do better?

their children's development. This helps parents to support children's learning at home.

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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 leadership to support staff to ensure that teaching is having the best possible impact on children's development n enhance opportunities for children to develop their independence further and do things for themselves.

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Setting details

Unique reference number EY454082 Local authority Halton Inspection number 10392484 Type of provision Childcare on non-domestic premises

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Registers

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

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inspection

Total number of places 30 Number of children on roll 74 Name of registered person New, Lesley Marie

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reference number

Telephone number 07930199203 Date of previous inspection 27 August 2019

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Information about this early years setting

Jiggy Childcare registered in 2012. The nursery employs seven members of childcare staff. Of these, one holds appropriate early years qualifications at level 3, two hold appropriate early years qualifications at level 4, and one member of staff holds an appropriate early years qualification at level 5. The nursery opens from Monday to Friday, all year round. Sessions are from 7.30am until 6pm. The nursery provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The inspector joined leaders on a learning walk of all areas of the setting and discussed the early years curriculum on offer. 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 Parents shared their written views of the setting with the inspector. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the setting.

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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

24 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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