Setting EY545858

Report for childcare on domestic premises

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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 are happy to arrive, and they enjoy the time they spend in this homely yet vibrant learning environment. The provider works closely with her knowledgeable team to plan and implement a curriculum that supports all children to be well prepared for their next stage of learning. In the exciting learning environment there is a deep focus on developing independence. Children complete tasks such as sweeping up after messy play and preparing their own snacks. They confidently put on their own coats and shoes before going on a trip to collect apples that they will use in a cooking activity.

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The provision is good

Leaders and staff demonstrate a thorough understanding of children's individual circumstances and early experiences. This enables them to plan exciting learning opportunities that children may not otherwise receive. For example, children play an active role in their local community. They regularly visit local shops and places of worship to learn about ways of life beyond their own. Children enjoy weekly visits to the local care home, where they sing songs and read with their elderly friends.

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The provision is good

Children enjoy daily group sessions, where they familiarise themselves with routines they may experience at pre-school. Together with staff they explore behaviour expectations around sharing and taking turns. They learn to focus for short periods of time while discussing activities planned for the day and joining in with songs.

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need to do better?

n Children learn in a language-rich environment that is full of discussion and narrative and where they are exposed to new vocabulary at every opportunity. For example, when children prepare fruit for snacks, staff discuss the 'juicy' apples and encourage children to 'squeeze' and 'scoop' out pomegranate seeds. At times, however, some language can be too complex for the young children who attend. Furthermore, staff do not always allow children time to join in with discussions and respond to their questions. n Parents are encouraged to play an active role in their children's development. They receive regular feedback about children's progress verbally and during termly consultation sessions. Staff provide children with weekly activity packs to take home and explore with families. These are specific to children's individual needs and support parents to expand on children's learning at home. n Mealtimes are sociable and support children's safety and understanding of

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need to do better?

healthy eating. Children enjoy healthy meals using foods that they have grown in their garden. They sit together with their friends and staff, exploring the foods they eat. Staff place a focus on supporting children's independence by

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need to do better?

16 September 2025 encouraging them to pour their own drinks and use cutlery. These skills prepare children well for their next stage of learning. n Children develop a good understanding of nature and their changing environment in age-appropriate ways. During a trip to pick apples, staff encourage children to collect apples that are safe for them to eat. They also explore what may have made some apples go rotten and decay. In a sensory activity, children explore where honey comes from. They scoop slimy 'gloop' into honeycomb shapes and discuss how bees create honey from the pollen on the flowers. n Staff support children's mathematical development across all activities. When picking apples, they encourage children to group them according to size and explore their different weights. At snack time, children count out pomegranate seeds into boxes and discuss the different shapes and sizes of their fruits. At

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need to do better?

times, however, mathematical teaching can be too complex for the ages of children who currently attend. n Children's critical thinking skills are tested during daily routines. When placing fruit in various boxes to take on their picnic, children explore which lids fit which boxes. Staff encourage them to explore their different shapes and sizes and pair them up. When children struggle, staff are on hand to offer support and encouragement, praising their perseverance and efforts. This encourages children to have a positive attitude towards their learning. n Feedback from parents is positive and partnerships are strong. Parents comment on the immense support that leaders and staff provide for children and the entire family, both practically and emotionally. They praise staff for the robust communication they offer and the detailed insight they have into children's unique personalities and early experiences. All parents acknowledge that this

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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 continuously evaluate the learning and development needs of changing cohorts of children to ensure that staff's teaching is adapted to meet children's precise needs.

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Setting details

Unique reference number EY545858 Local authority Hertfordshire Inspection number 10407836 Type of provision Childcare on domestic premises

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Registers

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

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inspection

Total number of places 16 Number of children on roll 27

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reference number

Date of previous inspection 20 January 2020

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Information about this early years setting

Jolly Tots registered in 2017. The setting employs 11 members of childcare staff, eight of whom hold appropriate early years qualifications at level 3 and above. This includes the provider, who holds early years professional status. The setting opens from 7.30am to 6pm from Monday to Thursday, and from 7.30am to 5pm on Friday. The setting operates all year round. It provides government-funded places for eligible children.

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Inspection activities

n The inspector considered the views of parents by reviewing feedback letters. n The inspector looked at a sample of relevant documents. n The inspector observed the interactions between staff and the children during activities. n The inspector observed the quality of teaching to assess the impact on the children's learning. n The inspector and leaders completed a joint observation of an activity to assess the quality of teaching. n The inspector held discussions with staff and leaders about the monitoring of learning and development in the setting and tracked the progress of several children.

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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

16 September 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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