Nanny Jenny's Preschool

Nanny Jenny's Preschool

Unique reference number (URN): EY399413 Address: Great Clacton Community Centre, 16-26 Valley Road, CLACTON-ON-SEA, Essex, CO15 4AR Type: Childcare on non-domestic premises Registered with Ofsted: 18/08/2009 Registers: EYR, CCR, VCR Registered person: Buchanan, Jennifer Ann

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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 happy, settled and confident within the setting. They engage enthusiastically in activities for sustained periods and show curiosity as they explore sensory play, pirate role play and creative experiences such as painting. Children develop positive relationships with others, play cooperatively and demonstrate kindness, empathy and good manners. They confidently express their ideas, recall previous learning and use increasingly ambitious vocabulary during conversations and play. Children with special educational needs and/or disabilities make progress from their starting points, including developing communication and interacting positively with friends.

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Achievement Expected standard

Children develop early mathematical understanding through everyday activities, such as counting, measuring and recognising shapes during play and construction activities. They develop good physical skills and coordination by using tools safely and controlling equipment with increasing confidence. Children show a growing understanding of the world and enjoy exploring nature. They discuss insects and make links between stories and their real-life experiences. Children thoroughly enjoy their learning and make positive progress across all areas of learning and development. However, children's awareness of safer eating practices is not yet fully embedded.

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Behaviour, attitudes and establishing routines Expected standard

Leaders have created a warm and nurturing environment where children feel safe, settled and emotionally secure. Children arrive confidently, separate from parents well and develop positive relationships with staff and friends. Gradual settling-in procedures help children, particularly those with special educational needs and/or disabilities (SEND), to build trust and confidence over time. Staff are approachable and welcoming, with several families returning with younger siblings due to positive relationships established between home and the setting.

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Behaviour, attitudes and establishing routines Expected standard

Children behave very well and demonstrate positive attitudes towards learning. They cooperate during play, take turns and use polite language, such as, 'Please may I have this?' Staff professionally support children to resolve minor disagreements independently. Children remain engaged in activities for sustained periods and show curiosity and enjoyment in their learning. Staff use established routines to support children's independence, including following hygiene procedures, tidying resources and preparing for outdoor play. Leaders promote attendance by following up absences promptly and by supporting vulnerable families to access vital funding. As a result, children attend regularly and experience consistency in their care and learning.

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Behaviour, attitudes and establishing routines Expected standard

Leaders implement inclusive approaches to support behaviour and emotional regulation. They ensure staff adapt expectations for children with SEND through visual prompts, reassurance and flexible routines. However, approaches to behaviour management are not always fully consistent. At times, staff miss opportunities to explain their expectations clearly, particularly during mealtimes. Consequently, children do not always recognise how to keep themselves safe or understand what is expected of them.

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Curriculum and teaching Expected standard

Leaders have designed a curriculum that supports children's communication, confidence, independence and social development in preparation for school. Children benefit from a broad range of engaging indoor and outdoor experiences including sensory play, role play and exploration activities. Staff use stories, singing and conversations linked to children's interests to extend language and learning. They introduce ambitious vocabulary such as 'journey' and 'adventure' and encourage children to recall previous learning.

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Curriculum and teaching Expected standard

Staff support children's mathematical understanding through counting, colour mixing and the use of mathematical language during play. Children access regular physical experiences that develop their coordination and confidence in movement through activities such as hammering wooden nails into pool noodles. Consequently, children learn how to use tools competently.

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Curriculum and teaching Expected standard

Staff use effective teaching strategies to promote children's thinking and problem-solving skills. Children confidently share ideas, predict outcomes and develop positive relationships with others. Staff adapt teaching appropriately for children with special educational needs and/or disabilities and those who speak English as an additional language. For example, they use repetition and simplified language. As a result, children engage well and make progress from their starting points.

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Curriculum and teaching Expected standard

On occasion, staff interactions do not always build on children's ideas in a meaningful way, for example during mealtimes and quieter periods of play. Sometimes, staff miss opportunities to extend children's thinking and understanding through meaningful discussions and questioning. Leaders recognise these inconsistencies and have begun to address them through staff training and reflective practice.

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Inclusion Expected standard

Leaders promote an inclusive environment where children and families are welcomed, valued and supported. Staff take time to understand children's backgrounds, home languages and individual needs. They adapt interactions effectively to support the children's communication, emotional development and understanding. For example, they use signing, visual prompts, simplified language and one-to-one support. Staff use children's interests, such as music and numbers, to encourage engagement and communication. As a result, children, including those with special educational needs and/or disabilities and those who speak English as an additional language, settle well, build confidence and make progress from their starting points. Children who were previously nonverbal now communicate using words and interact positively with others.

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Inclusion Expected standard

Leaders work closely with external professionals, including area special educational needs coordinator teams and speech and language therapists, to improve outcomes for children. Staff implement advice consistently, for example by adapting communication and allowing additional processing time. Leaders support smooth transition through meetings with

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Needs attention

receiving schools and the use of transition documents, meaning children approach upcoming changes with confidence.

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Needs attention

Leaders support disadvantaged families effectively. For example, they help them access funding and provide them with practical resources, such as meals, coats and books. Parents report their children are 'happy', 'settled' and 'progressing well'.

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Leadership and governance Expected standard

Governance arrangements generally support children's safety and wellbeing. Leaders maintain appropriate checks, risk assessments and safeguarding procedures. Leaders review procedures, strengthen security and communicate changes effectively with staff and parents where required. Safeguarding knowledge is secure overall, although some weaknesses in oversight remain around safer eating practices.

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Leadership and governance Expected standard

Leaders demonstrate a clear understanding of the setting's strengths and areas for development. They introduce improvements to the environment, including common spaces, sensory experiences and plans for a dedicated outdoor special educational needs area. Leaders accurately identify weaknesses in practice, particularly around mealtime interactions, and consistency in staff communication. They take proactive steps to improve practice through reflection discussions, training and revised supervision arrangements.

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Leadership and governance Expected standard

Leaders support staff wellbeing positively through supportive supervision, professional development and open communication. This helps staff feel valued in their roles. As a result, children benefit from nurturing care and positive interactions that support their emotional security and learning. Partnerships with parents and the wider community are positive, and families value the support and communication provided.

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Leadership and governance Expected standard

Leadership is not yet consistent during mealtimes. Newly introduced routines, such as children using knives independently, are not fully embedded or consistently managed. However, leaders demonstrate a commitment to improvement.

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Children's welfare and wellbeing Needs attention

Safer eating practices are not yet secure. During mealtimes, some children walk around while eating, and staff do not consistently reinforce expectations for children to remain seated. Staff also miss some opportunities to explain safety expectations and associated risks, especially when children are learning to use knives. However, this is a new routine and has not yet been fully embedded. Consequently, children's understanding of safe mealtime behaviour is not yet consistently reinforced.

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Children's welfare and wellbeing Needs attention

Overall, staff create a caring and inclusive environment where children generally feel safe, secure and emotionally supported. Staff know children well and respond sensitively to their individual needs, particularly children with special educational needs and/or disabilities, who benefit from nurturing interactions and adapted communication. Children confidently seek reassurance and support from familiar adults. Leaders work closely with families and external agencies to support children's emotional wellbeing, care routines and transitions. Flexible routines and practical support contribute to children's stability and wellbeing.

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Children's welfare and wellbeing Needs attention

Children develop growing independence and manage aspects of their self-care effectively. Staff support children to confidently follow hygiene routines, access drinking water independently and understand simple healthy lifestyle messages. Staff support children to take responsibility for tasks such as serving parts of their lunch and tidying away resources, giving children a growing sense of responsibility.

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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

Safer eating practises are not yet fully embedded. For example, some children walk around while eating, and staff expectations during mealtimes are not always consistently reinforced. However, children do benefit from secure systems and daily risk assessments that help keep them safe.

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

Children arrive happily and settle quickly into this warm and welcoming setting because staff build warm relationships with their families. They take time to understand children's individual personalities, interests and needs. As a result, children feel safe, valued and secure. Children confidently approach adults for reassurance, support and conversation throughout the day. Children are supported to follow familiar routines independently, such as collecting sun hats before outdoor play and accessing drinking water when thirsty. Children develop confidence and independence in managing their own self-care needs.

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

Children enjoy engaging experiences that motivate them to learn. Children become curious learners who confidently test out ideas, make predictions and solve problems. For example, staff ask children how to fix the bubble machine when it stops working, meaning children develop their thinking skills and learn to persevere. Staff support communication and language well through storytelling, imaginative play and conversation. Children sustain concentration well and show high levels of engagement in activities they enjoy.

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

Children develop positive friendships and social skills. For example, they share resources, take turns and cooperate well during activities, such as working together to make 'potions' in the mud kitchen. They are supported to resolve minor conflicts calmly by staff who encourage them to think of solutions independently. Consequently, children learn to manage their feelings and behave positively.

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

Children with special educational needs and/or disabilities and children who are learning to speak English as an additional language are included well. Staff work closely with families and external professionals to adapt support around children's needs and interests, for example including singing when giving instructions. This helps all children make progress from their starting points, ensuring they are ready for their next stage of learning.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following action by the assigned date:

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Action Completion Date

ensure staff embed safe eating practices and consistently follow the setting's procedures around mealtime routines 03/06/2026

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Address:

Great Clacton Community Centre 16-26 Valley Road CLACTON-ON-SEA Essex CO15 4AR

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Buchanan, Jennifer Ann

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 15:00

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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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About this inspection

The inspector spoke with leaders, practitioners, children and their parents 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. This data is from 6 May 2026

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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. 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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