Jigsaw Pre-School

Jigsaw Pre-School

Unique reference number (URN): EY341029 Address: Gordon Hall, Bardfield, Basildon, Essex, SS16 4JN Type: Childcare on non-domestic premises Registered with Ofsted: 04/09/2006 Registers: EYR Registered person: Lorraine Porter and Vanessa Matthews Partnership

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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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Achievement Expected standard

Children are curious, confident and show good learning habits. They independently select and engage with activities and persevere to achieve the outcomes. This prepares them for the next stage in their learning, including starting school. Children become good communicators and are confident to interact with staff and each other. Children with special educational needs and/or disabilities use Makaton and visual resources to support reciprocal communication. However, due to inconsistencies in some staff interactions, children do not always have opportunities to extend their knowledge and skills further to achieve as much progress as possible.

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Achievement Expected standard

Children have plenty of opportunities to develop their physical skills, inside and outside. As a result, they demonstrate confidence in running, coordination and fine motor skills. They are confident to express themselves creatively as they paint and draw patterns and images using a variety of tools, such as brushes, crayons and pencils with good control. Children become highly engaged in their play and learning. For example, young children concentrate to create towers with magnetic shapes. They thoughtfully select the coloured pieces and carefully join them together to ensure the tower still balances, persevering until they have finished and showing pride in their achievements.

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Behaviour, attitudes and establishing routines Expected standard

Staff support children to follow the expectations for their behaviour with clear, consistent and age-appropriate messages, as well as visual strategies. For example, children know there must be a spare red hat to wear if they want to take a turn at the sand table. As a result, children behave well and readily share and take turns with the resources. Children develop secure relationships with staff and each other. They learn to be kind and respectful because staff model this behaviour to children and each other. At mealtimes, staff support children to use good manners, such as please and thank you.

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Behaviour, attitudes and establishing routines Expected standard

Children demonstrate independence, confidence and secure social skills. They have a positive attitude to their learning and interact well with each other. For example, children show interest and praise each other as they talk about what they are each making with play dough. They remain engaged for extended times and persevere until they are happy with their creations. Children show good control as they push and pat the dough to make their shapes, often repeating again until they are happy with the outcome. Managers recognise the importance of children's attendance, which they carefully monitor. They address any concerns swiftly, helping to support children's wellbeing and promote a positive attitude to learning.

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Children's welfare and wellbeing Expected standard

Managers and staff gather a broad range of information before children start. Consequently, staff understand every child's individual needs from the beginning. This helps all children to settle well and promotes their emotional wellbeing. Ongoing and regular communication with parents and carers helps staff to adapt to children's emerging needs and to be aware of any significant changes in their home lives. Staff are clear about children's dietary requirements and allergies, helping to support their safety and wellbeing. Children benefit from healthy snacks and demonstrate their independence as they carefully pour their own drinks. Staff sit with children and remain alert at mealtimes, helping children to remain safe while they are eating.

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Children's welfare and wellbeing Expected standard

The key-person system is firmly embedded. This supports staff to build trusting relationships with children and families. Staff know children well and provide tailored care and learning for each child. They prioritise children's emotional wellbeing. Children learn about their emotions through books and puppets. They become familiar with good hygiene routines, such as washing their hands before eating. Children learn about oral hygiene and brush their teeth after eating lunch. Staff plan regular opportunities for fresh air and exercise, such as children play and interact with resources in the outside area.

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Curriculum and teaching Expected standard

Overall, managers and staff plan a broad and ambitious curriculum. They create a safe and inclusive environment, where all children can participate in all areas of the curriculum and make progress. Staff use assessment to monitor children's progress and to identify what they need to know or do next. The managers have a clear overview and identify any gaps in children's learning swiftly. They put targeted support plans in place quickly. There is a sharp focus on developing children's communication and literacy skills. Staff use their interactions, stories and purposeful group activities to support children's language development and literacy skills. They adapt activities and use Makaton and visual resources to further support children to communicate. Children are confident communicators and show high levels of interest in books. Staff actively join in as children play and learn. However, staff do not

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Curriculum and teaching Expected standard

consistently consider what children already know or can do to extend their learning and help them to make more progress. For example, as children pretend to brush play teeth, staff praise their actions but do not engage children in discussions to assess what they already know and consider how to build on this to extend their knowledge and skills further.

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Curriculum and teaching Expected standard

Staff support children's personal, social and emotional development well. Children are extremely sociable and respectful towards staff and each other. Children develop their physical skills. They have lots of fun as they run around trying to catch bubbles and walk across beams in the garden. This helps to support their strength and coordination. Children manipulate dough and use tools to make patterns in sand, strengthening their fine motor skills. However, although staff plan mathematical activities, they do not place as much emphasis on children's continued mathematical development. For example, they do not consistently weave mathematical language or incorporate counting sequences as children play to build on their early mathematical skills.

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Inclusion Expected standard

There is a clear focus on inclusion at the pre-school. Managers have a high expectation for every child, including those with special educational needs and/or disabilities (SEND). Managers and staff access training to support children with SEND. This helps them to assess and swiftly identify children's individual needs and confidently implement effective strategies that support all children's learning and development. They adapt the environment and activities to help ensure that every child is able to access all areas of the curriculum, including those with SEND. Staff adapt their teaching and carefully consider resources so all children feel included and can participate. For example, they work with children in small groups, incorporate a variety of visual aids and use Makaton to support children's communication. Consequently, children make positive progress from their starting points and experience meaningful learning experiences, including those with SEND.

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Inclusion Expected standard

Managers and staff develop effective partnerships with parents and carers and other professionals. They engage in regular discussions and ensure families are involved in the plans for children's support and learning. Managers and staff work closely with external professional, such as therapists, social care and health professionals, to share information and ensure children gain the additional support they need as swiftly as possible. Children's individual learning plans are initiated, monitored and reviewed with parents. These are shared with all staff to ensure they know and can support children's care and learning needs. Managers use additional funding in collaboration with parents to support children's individual needs. This helps children eligible for additional funding to reach their full potential.

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Leadership and governance Expected standard

The enthusiastic managers are highly effective as leaders of the pre-school. They have a clear vision and work closely with staff to provide an inclusive, nurturing and stimulating environment for all children. They have high expectations for all children. Overall, managers take time to reflect on the environment, resources and curriculum and to ensure they meet the emerging needs of all children. Managers work closely with parents and carers and other professionals, when necessary, to help them to provide the most effective care and support for every child. Staff are encouraged to engage with regular targeted professional development to enhance their knowledge and skills. However, managers recognise that they do not support staff consistently to develop their knowledge and skills to promote children's learning and development to the highest level. Managers give staff's wellbeing a high priority through effective supervision meetings. Staff advise they enjoy working within the team and

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Leadership and governance Expected standard

Managers get to know families well. They consider the uniqueness of each family. Managers communicate effectively and consistently to support each child's care and education and help them reach their full potential. Managers and staff foster trusting relationships and provide parents with guidance on topics, such as healthy eating, good oral hygiene and potty training. Parents receive information to help them support children's development at home. Managers plan to extend this further by introducing a lending book library scheme for every child, supporting parents to share books at home with their children.

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

Children arrive at the pre-school with enthusiasm and are warmly greeted by staff. They readily join in with their peers at their chosen activity and settle quickly. Children are happy and demonstrate they feel safe and secure in the calm and nurturing environment. They chat confidently to staff, who give them time to speak and respond with interest. Staff are attentive and responsive in their approach, helping to support children's emotional and physical wellbeing. This nurturing approach supports all children, including those with special educational needs and/or disabilities (SEND), to feel valued and that they belong.

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

Staff know children's individual needs and carefully adapt activities so all children can participate. There is an ambitious curriculum in place for every child, including those with SEND. The tailored support in place for every child means that all children make progress in their learning and development. Activities focus on children's need and interests. As a result, children enjoy learning and demonstrate high levels of curiosity and engagement. Younger children hold paintbrushes with good control to create patterns, focusing intently on the different colours and shapes they make on the paper. Older children demonstrate their independence as they put on their own coats, shoes and hats before going outside.

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

Children are familiar with the expectations for their behaviour at the pre-school and behave well. They readily share the resources with their peers and take turns independently with minimal support. Staff are positive role models, treating each other and children with kindness and respect. They demonstrate a constant approach, as well as visual strategies, to help children to regulate their behaviour when needed. Children are familiar with positive hygiene routines, such as washing hands before eating. Staff plan regular opportunities to play and learn outside to help to promote children's wellbeing.

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Next steps

Leaders should support staff to develop their knowledge and skills to consistently extend children's learning. Leaders should support staff to maintain a stronger focus on mathematics and increase the opportunities to support children's mathematical development as they learn and play.

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Address:

Gordon Hall Bardfield Basildon Essex SS16 4JN

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Lorraine Porter and Vanessa Matthews Partnership

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Address:

Operating hours: Monday,Friday : 09:15 - 12:15,Tuesday,Wednesday,Thursday : 09:15 - 14:15

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About this inspection

The inspector spoke with leaders, staff, the special educational needs coordinator, parents and carers and children 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 early years regulatory inspector was carried out at this inspection.

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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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