Jasmine Park Pre School

Jasmine Park Pre School

Unique reference number (URN): EY553350 Address: Jasmine Park Pavilion, Wallbrook Avenue, Macclesfield, Cheshire, SK10 3GL Type: Childcare on non-domestic premises Registered with Ofsted: 06/12/2017 Registers: EYR, CCR, VCR Registered person: Stuart, Sharon

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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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Children's welfare and wellbeing Strong standard

Staff and leaders work extremely closely with parents to promote children's excellent health. For example, they share a wealth of information with parents about healthy eating and how to offer children a balanced and nutritious range of food groups in each meal. Children talk about eating 'good food before their treat', indicating that children have an impressively mature understanding of the impact food has on their energy and bodies. Furthermore, staff teach children about oral hygiene and dental care through activities and games. This further extends children's exceptional awareness of personal care. Promotion of children's health is simply exemplary.

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Children's welfare and wellbeing Strong standard

Children are highly independent and look after themselves, promoting their personal welfare and wellbeing. Children talk about recycling and taking care of the environment, demonstrating a tremendous appreciation of their impact on the world around them. Children self-register their attendance each morning, taking responsibility for themselves. Children learn to express their emotions when talking about how they feel during social group times. They discuss feeling sad and happy, developing an awareness of feelings in age-appropriate ways. Children show strong emotional wellbeing, and they acquire key skills and confidence that serve them well for the next stage in their learning.

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Children's welfare and wellbeing Strong standard

The role of the key person is the bedrock of children's emotional security. Staff are exceptionally kind and caring. In turn, children thrive because they are incredibly happy and extremely well supported by positive relationships shared with staff. Children play and learn in a highly safe and secure space. The hall is occupied by other groups occasionally, and staff routinely and rigorously check to ensure changes or unexpected risks are not present. A safety checklist helps staff to ensure nothing is missed or overlooked. Safety standards are impressively high.

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Inclusion Strong standard

Staff work with pace and professional accuracy to identify and understand children's unique and individual needs very quickly. Once identified, staff swiftly respond to mitigate any barriers children may face. This attentive and tailored practice helps to ensure everyone is supported to make the best start in life. Leaders carefully consider and plan how to spend any additional funding, such as early years pupil premium, to maximise its impact. They review and monitor children's progress in line with spending to satisfy themselves that this additional financial support is successfully fast-tracking children's development.

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Inclusion Strong standard

Some staff have completed specific training in teaching children with special educational needs and/or disabilities (SEND) and use their expertise to offer children excellent support. Notably, a very broad range of links with wider professionals are fully established, and often called upon, to offer children truly wonderfully targeted care. This is a highly inclusive provision, with a well-deserved reputation for offering children with SEND excellent opportunities.

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Achievement Expected standard

Children are confident, curious and independent learners. They choose where they would like to play, with intent and purpose. Children remain continually occupied and busy in this stimulating setting. Children learn early mathematics and counting through everyday tasks. For example, children share coins to buy imaginary baked buns during a singing activity. Children problem-solve, count and understand quantity during this engaging task.

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Achievement Expected standard

Children practise and master their gross physical skills. They kick and chase balls, throw beanbags and carefully roll hoops when playing outside. They learn to take safe risks, such as climbing steep slopes and balancing as they jump on small trampolines, refining their coordination. Children's fine motor skills develop well as they manipulate dough and use small diggers to move sand around a tray. Both tasks require precision and dexterity.

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Achievement Expected standard

Children enjoy story time. They giggle and scream as the story progresses, illustrating their anticipation, focus and enjoyment. Children enjoy books and reading from an early age, which enhances their literacy and language skills. In summary, children enjoy the range of activities and make steady progress.

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Behaviour, attitudes and establishing routines Expected standard

Staff teach children how to take turns. For example, when playing outdoors, children line up and wait to use the slide. Children are patient and, overall, their play is cooperative and orderly. Staff praise this positive behaviour to reinforce children's awareness of right and wrong. Relationships between staff and children are a notable strength. Staff are kind, warm and friendly in their interactions with children. Strong bonds are evident, as children often seek staff out to join in their games, clearly reassured by these positive relationships.

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Behaviour, attitudes and establishing routines Expected standard

Leaders work with families to promote good attendance. They quickly contact parents if children are not present to understand the reasons contributing to absences. This continued focus on attendance is impacting positively, and leaders report that attendance is consistently high.

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Behaviour, attitudes and establishing routines Expected standard

Overall, children behave well. When children occasionally experience disagreements, staff intervene and help children to work through their feelings and empathise with others. However, this intervention is not always consistent among all staff, and, occasionally, children are not fully supported to learn how to resolve conflict.

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Curriculum and teaching Expected standard

All children are making steady progress in their communication development. Staff use a mix of teaching methods to support children's language skills, including verbal instructions, images, flash cards and sign language. These varied teaching methods enable everyone to fully understand instructions and extend their speech. For instance, younger children are shown images to help them understand and follow routines. Older children debate and discuss complex topics confidently. They share their opinions and engage in two-way conversations with ease. This inclusive and effective teaching enables everyone to become confident communicators. However, sometimes when children are engaged in their play, staff interrupt children to move on to the next task, which does not promote their sustained concentration and deep focus.

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Curriculum and teaching Expected standard

Leaders and staff deliver an ambitious curriculum for children. They define with great care what they want children to learn. A clear 'curriculum statement' underpins everything staff do. Collectively, staff decide when and how the intended learning will be delivered. For example, themes and topics are used to follow children's interests and plan a range of exciting activities, linked to children's ever-changing preferences. This careful and considered curriculum design helps to ensure that teaching is well sequenced and builds on what children already know and can do. After activities, staff often check that their teaching has had the desired impact. They check what children know by asking them to recall key knowledge. For example, after social group time, staff and children discuss their favourite songs and what they can remember from the songs. This assures staff that their good teaching is supporting children's development as intended.

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Curriculum and teaching Expected standard

Staff make regular observations of children, noting their 'wow' moments and recording their progress in children's learning journey documents. They use these assessments to understand children's abilities and interests, and staff identify broad next steps to inform their teaching.

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Leadership and governance Expected standard

Leaders and staff are committed to the pre-school's future. They often reflect and evaluate their practice. They identify areas that are working well and other aspects of the service that may benefit from revision or development. They set challenging goals for themselves to drive improvements. For instance, leaders intend to update the assessment systems to help staff offer even more targeted teaching for all children.

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Leadership and governance Expected standard

There are strong lines of communication between staff and parents. Parents find the frequent information-sharing reassuring, as it enables them to have a comprehensive awareness of children's experiences and learning in the pre-school. Partnerships with parents are a key strength of this provision.

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Leadership and governance Expected standard

Staff enjoy a range of training opportunities relevant to their professional role and responsibilities. They are skilled, and the quality of their professional practice is effective. However, extending training opportunities even more will help to build staff knowledge, particularly relating to confident and consistent behaviour management techniques.

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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

Children arrive happy and confidently wave goodbye to their parents and carers. They are greeted each morning by an extremely warm welcome. Children eagerly enter the pre- school without any hesitation. They are clearly self-assured and excited about the day ahead. There is a strikingly calm atmosphere in the setting, largely promoted by organised arrival procedures and very friendly staff. Parents comment, 'We are welcomed warmly every morning by the manager and her team, who go above and beyond to make sure my child settles and feels happy.' Children show they feel safe and flourish in their confidence

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About this setting

because staff set a positive tone right from the outset of each session. Furthermore, children's attendance is excellent, and they are rarely absent because children enjoy their time spent in this fun setting.

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About this setting

This pre-school offers an inclusive and vibrant space for children to relax and be themselves. Staff invest significant time and effort arranging and displaying an exciting array of toys. Activities and toys are updated and refreshed every single day to ensure children remain continually enthused by the rich and renewed variety of play opportunities provided.

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About this setting

Children and staff alike comment that they feel valued and listened to. Staff wellbeing is given high regard by caring and attentive leaders. They check in on staff welfare and take steps to manage staff's workload. This means the staff team is happy, motivated and works hard. Children's voice is equally valued. For instance, children feel empowered when they choose their favourite games and share their interests to shape the programme of play.

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About this setting

Some children, particularly those with special educational needs and/or disabilities, are provided with extra support to help them reach their full potential. For instance, staff quickly identify those children who may be facing barriers to their learning and put support plans in place to assist and help as necessary.

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Next steps

Leaders should extend the programme of professional development to help staff develop their skills and knowledge, particularly to promote a consistent approach to children's behaviour management. Staff should remain flexible when implementing daily routines to ensure children's learning is not interrupted and promote their sustained concentration and deep focus.

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About this inspection

The inspector spoke with leaders, practitioners, parents 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. Unique reference number (URN): EY553350

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Address:

Jasmine Park Pavilion Wallbrook Avenue Macclesfield Cheshire SK10 3GL

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:05 - 15:05

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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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