Jack & Jill's Childcare Widewell

Jack & Jill's Childcare Widewell

Unique reference number (URN): EY285154 Address: 1 Tiverton Close, Widewell, Plymouth, Devon, PL6 7EN Type: Childcare on non-domestic premises Registered with Ofsted: 30/04/2004 Registers: EYR, CCR, VCR Registered person: The Royal Naval Pre School Learning Organisation (Western Area) Committee

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Inclusion Strong standard

Leaders and staff use their considerable experience and expertise in caring for children to very quickly identify children who need additional support in their learning and development. They work very closely with families and ensure that they are involved at every stage in deciding the best way to help their children to achieve and thrive. Parents comment that support from staff is invaluable. Leaders ensure that staff attend training to support individual children's specific needs in the setting. They diligently pass on effective strategies that focus on the best way to help children to achieve, which provides a great deal of consistency and continuity. Staff enlist the support of other professionals and consistently provide the tailored adaptations children need to make progress and enjoy learning. They monitor children's development thoroughly to ensure that support is highly effective and consistent. Leaders use any additional funding thoughtfully to support children's individual

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Inclusion Strong standard

needs. They have a flexible and effective approach that ensures that all children have access to what they need to experience high-quality learning opportunities.

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Achievement Expected standard

Children form firm foundations in their learning and development, which enables them to develop curiosity and a love of learning. Children eagerly recall playing in the snow and explaining how the snow melted when it got warmer. All children enjoy listening to stories and are able to talk about what is happening in the book. They compare their own experiences with the characters and discuss how they might be feeling. Children listen carefully to adults and each other, for example when they sit together to say 'hello' at the start of the day. Children confidently talk about the weather and show they feel valued and listened to as they offer opinions about what they should wear on a rainy day. All children, including those with special educational needs and/or disabilities, take time to explore activities and their surroundings and develop their curiosity. Staff typically focus on what children need to learn next and help them to build on their achievements. Although older

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Achievement Expected standard

children are confident, they are not as well prepared as they could be for moving on to school.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff create a calm and caring environment where children feel safe and secure. They work in close partnership with parents, providing valuable advice and support. There is a consistent approach to children's regular attendance and enjoyment of learning. Staff have warm and friendly relationships with children and treat them with consideration and kindness. They have high expectations of children to behave well and get along with others. The clear boundaries staff establish help children to understand what is expected. All staff are consistent in their approach, which supports children's understanding well. Staff help children to share and cooperate together as they play. For example, a group of children work together to build a tower, taking turns and helping others to find resources. Staff value children's ideas and encourage their perseverance. Children keep trying and show pride in

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Behaviour, attitudes and establishing routines Expected standard

their achievements as staff give them lots of praise. Staff are sensitive to the different ages and stages of development for all children to encourage positive attitudes to learning. They work in effective partnership with other professionals when children need extra help. This helps them to adapt their support for children to meet their individual needs well.

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Children's welfare and wellbeing Expected standard

Leaders and staff create a welcoming and homely place for children to play and relax. Children enjoy their interactions with staff and seek them out for play and regular cuddles. Staff respond quickly when children need a snack or to relax following physical activity. They sensitively adapt their practices during routines to provide individual support for children with special educational needs and/or disabilities. Children have daily opportunities to be physically active outdoors in the fresh air. They enjoy challenging themselves and develop an understanding of how to stay healthy. Staff provide healthy and nutritious snacks and advise parents about how to provide healthy lunch boxes. Snack time is a social occasion. Children are polite and use good table manners, for example saying 'thank you' when they are given their snack. Children talk about different food groups and how they make their bodies grow.

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Curriculum and teaching Expected standard

Overall, leaders create a curriculum that builds on what children already know and can do. Staff get to know children and families well, which supports their assessment of what children need to learn next. Careful ongoing assessment and adaptations help staff to ensure that children's needs, including those with special educational needs and/or disabilities, are met and that they make secure progress. Staff respond swiftly as children play, adding interest and following children's lead. However, the approach to the curriculum for older children is not fully focused on supporting the next steps in their learning and development so they make even better progress. Staff interact with children positively, supporting their social and emotional development well. For example, they encourage children to talk about their lives at home and use these conversations as opportunities to support children's self-esteem and communication and

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Curriculum and teaching Expected standard

language skills. There is a focus on supporting children to develop the small muscles in their hands, needed to build and manipulate toys and resources. Staff teach children mathematical language during these activities, naming shapes and talking about different sizes. However, staff do not always adapt their teaching and interactions for older children once they have grasped a concept to extend their thoughts and ideas. Staff encourage some independence. For example, children help themselves and manage cutlery well at snack time. Staff support younger children with peeling fruit, making a start on peeling an orange before encouraging children to do the rest. However, staff do not always encourage older children to do more things for themselves to develop their skills and independence further.

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Leadership and governance Expected standard

The longstanding leadership team has a clear understanding of the quality of the setting and want to build on what they do for families. They diligently identify the strengths of the setting and any areas for development and quickly put plans into place to make improvements. For example, staff have recently attended training to refresh their understanding of child development. Staff say they feel passionate about what they do and love working at the setting. They are experienced in their role and continue to build on their knowledge and skills to provide children with good-quality experiences. Leaders provide a comprehensive programme of professional development and encourage staff to share their expertise with others. However, support from leaders to help staff improve the quality of their interactions with children so they make even better progress is not yet fully effective across the setting.

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Leadership and governance Expected standard

Leaders are committed to delivering a high-quality service for children, including families from the military community, and have a clear understanding of the communities they serve. Parents speak highly of the supportive atmosphere of the setting. They say that staff are friendly and approachable and that children enjoy attending. Staff keep them informed about children's daily experiences and support them with children's learning and development at home. There are effective partnerships with local schools. Leaders and staff work together with school staff to support children when they move on to school.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Staff greet children warmly as they arrive, welcoming them with cuddles and reassurance as they settle. Children know their familiar routines, such as where to hang up their coats and put their water bottles. This supports their emotional security and sense of belonging. Staff know all children well and form close and affectionate relationships with them. Children learn how to share and take turns under the gentle guidance of staff. Staff are clear about their high expectations for children to cooperate as they play and behave well. Staff are good role models and encourage children to be kind and thoughtful to each other. Children take part in tidying up once they have finished playing and are proud when staff praise them for helping. Overall, children develop independence and positive attitudes to learning. Leaders

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Inspector:

Margaret Baird recognise the need to extend this further, for example, by giving children more responsibility to do things for themselves.

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Inspector:

Staff are very knowledgeable about child development and help all children, particularly those with special educational needs and/or disabilities, to build on their understanding and skills. They skilfully teach children about mathematical concepts, such as counting. Younger children count the number of bricks in a tower as staff point to each one, so they begin to count accurately. Older children recognise and copy patterns with understanding and confidence. Some children manage the activity easily and would benefit from further support from staff to keep them engaged and extend their learning. Leaders ensure that children are well supported in their communication and language development. Younger children learn new words, saying the names of colours as they build a tower from bricks. Staff support older children to gain a wide vocabulary and speak with fluency. For example, children enthusiastically explain what they can see from an imaginary magic carpet, using a range of

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Inspector:

words to describe the beautiful colours and sounds of fireworks in the sky.

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Next steps

Leaders should support staff to develop their teaching skills so they are able to extend and deepen children's learning further through their interactions. Leaders should review the curriculum and teaching for personal, social and emotional development to ensure that children are supported to develop high levels of confidence and independence in readiness for their next stage in learning, including school.

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About this inspection

The inspector spoke with leaders, practitioners and the special educational needs coordinator during the inspection.

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About this inspection

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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About this inspection

A quality assurance visit by an additional inspector was carried out at this inspection.

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Address:

1 Tiverton Close Widewell Plymouth Devon PL6 7EN

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: The Royal Naval Pre School Learning Organisation (Western Area) Committee

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 16:00

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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