Jubilee Friends Pre-School

Jubilee Friends Pre-School

Unique reference number (URN): EY399340 Address: Scout Hut, Jubilee Park, Watchouse Road, CHELMSFORD, CM2 8ND Type: Childcare on non-domestic premises Registered with Ofsted: 01/09/2009 Registers: EYR Registered person: Jubilee Friends Limited

p.1

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.

p.1

How we evaluate safeguarding

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

p.1

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.

p.1

Children's welfare and wellbeing Strong standard

Staff and leaders create a warm, welcoming environment where children feel safe, valued and able to thrive. Well-established routines give children a secure sense of security and help them feel confident and settled throughout the day. For example, children begin their day with a group session where they greet adults and their peers. During this time, staff clearly introduce the activities available, encouraging children to make independent choices about what they would like to explore next.

p.2

Children's welfare and wellbeing Strong standard

Staff provide meaningful opportunities for children to develop healthy and active lifestyles. They encourage independence in daily routines, such as dressing and undressing and washing hands before mealtimes. Regular visits to the local park help children learn how to stay safe beyond the setting. While there, children confidently explore a range of equipment, learning to navigate space, avoid hazards and take appropriate risks, all of which support their physical development. During mealtimes, children make healthy food choices, independently pour their drinks and safely use knives to butter their toast, further promoting their self-care skills and independence.

p.2

Children's welfare and wellbeing Strong standard

Warm, trusting relationships between staff and children are evident throughout the setting. Staff consistently support children in recognising, understanding and expressing their feelings, offering gentle and sensitive guidance when needed. As a result, children develop a secure sense of emotional wellbeing and feel included, respected and valued during their time at the setting.

p.2

Achievement Expected standard

Overall, children achieve well from their individual starting points and make steady progress across all areas of learning. Gaps in development are generally closing. At times, learning is not consistently deepened and extended, which limits the progress some children make over time.

p.2

Achievement Expected standard

Children typically develop the essential skills and knowledge needed to successfully move on to the next stage in their education. Those with special educational needs and/or disabilities make steady progress, meeting their targeted next steps in a timely manner.

p.2

Achievement Expected standard

Children develop early mathematical skills, such as counting in sequence both forwards and backwards. Their language skills improve as they engage in meaningful conversations with their peers and adults. They further strengthen their fine motor skills and hand-eye coordination through mark-making and creative activities, including drawing, painting and using small tools. Through imaginative play, children deepen their understanding of the world and develop their role-play skills, for example when using play food and utensils to recreate familiar experiences. Outdoors, children build their physical confidence and coordination as they learn to safely use equipment, such as climbing frames, poles, swings and see-saws, demonstrating increasing control, balance and independence.

p.2

Behaviour, attitudes and establishing routines Expected standard

Staff and leaders maintain high expectations for every child. They foster warm, nurturing relationships and create a calm, purposeful environment where children generally remain engaged and motivated in their play. Clear routines and consistent boundaries help children to feel secure. As a result, they understand expectations and follow them with confidence and independence.

p.3

Behaviour, attitudes and establishing routines Expected standard

Staff and leaders act as positive role models, clearly explaining behavioural expectations in ways that are appropriate to children's ages and stages of development. Children generally behave very well, demonstrating enthusiasm and high levels of energy in their play. When minor behavioural challenges arise, staff respond promptly and sensitively, offering reassurance and clear guidance to support children in managing their behaviour.

p.3

Behaviour, attitudes and establishing routines Expected standard

Staff consistently encourage children to cooperate, share resources and take turns. For example, during tidy-up times, children work collaboratively with their peers to sort resources into the correct containers and return them to their designated areas. This supports their sense of responsibility, teamwork and organisation skills.

p.3

Behaviour, attitudes and establishing routines Expected standard

Although attendance has improved significantly, leaders continue to implement effective monitoring systems. They work closely with families, offering flexibility and support to ensure that all children attend regularly and do not miss valuable learning experiences.

p.3

Curriculum and teaching Expected standard

Leaders generally have a clear vision for what they want children to learn and have developed an inclusive curriculum that supports all areas of development. Their intent is to equip children with a secure foundation of skills and knowledge to prepare them well for the next stage of their education. Staff identify appropriate next steps in children's learning and carry out regular assessments, which are shared with parents. However, at times, learning is not structured precisely and effectively. For example, during periods of independent play, some children lose focus and move quickly between activities, which limits the development of sustained attention and concentration.

p.3

Curriculum and teaching Expected standard

Promoting children's communication and language development is a focus across the setting. For instance, during outdoor play, staff support children to learn new vocabulary such as 'daisy' and 'stem' while making daisy chains. Staff carefully explain and model how to weave daisies together, enabling children to create bracelets and necklaces. They support and guide the children as they handle the small flowers, encouraging the development of their fine motor skills and dexterity. Staff model perseverance when challenges arise and provide clear, reassuring instructions, helping children to build confidence and independence over time. In addition, as children use climbing equipment, staff encourage them to count aloud, supporting their early mathematical understanding.

p.3

Curriculum and teaching Expected standard

Staff support children's emotional development effectively. They encourage children to recognise and name their feelings, offering gentle guidance during moments of frustration. Staff also offer children opportunities to express themselves creatively and build on their gross motor skills through singing sessions. For example, children enthusiastically take on roles, such as 'little pigs' or 'bad wolves', acting out familiar stories while counting backwards from 3 to 1. They also enjoy working with their peers, for instance, by pretending to row a boat together, further supporting their social skills and cooperation.

p.3

Inclusion Expected standard

Staff and leaders are generally skilled and experienced, with high expectations for all children. They use effective systems, including precise assessments, to identify any emerging needs at an early stage. This allows them to adapt and tailor educational programmes and daily routines as needed, helping to ensure that children's needs are generally supported.

p.4

Inclusion Expected standard

Staff and leaders typically have a clear understanding of how to assess children's development, provide targeted support and review progress effectively. They engage in regular training to strengthen their expertise and hold frequent meetings to discuss and monitor children's progress. Children with special educational needs and/or disabilities benefit from carefully planned, targeted support. For example, staff use visual prompts displayed around the setting to help children manage their energy and channel physical behaviours, such as the urge to push, in a positive way. These tailored strategies are clearly outlined in detailed intervention plans, which are also shared with parents to ensure a consistent and well-rounded approach to support.

p.4

Inclusion Expected standard

Staff closely track each child's progress, with particular focus on those who require additional support. Additional funding is used effectively to enhance provision and further improve outcomes for children. Leaders also provide parents with practical resources and guidance to support learning at home, for example, through activities that strengthen children's listening, attention and sustained engagement. Effective partnerships with external professionals, such as inclusion partners, ensure that children generally receive timely and effective support, helping to overcome barriers to learning from the outset.

p.4

Leadership and governance Expected standard

Since the previous inspection, leaders have worked diligently to identify and prioritise key areas for development within the setting. While the quality of teaching has improved and children now benefit from timely referrals to access additional funding that supports better outcomes, these improvements are not yet fully embedded. As a result, the curriculum is not always implemented with consistency and precision by all staff.

p.4

Leadership and governance Expected standard

Leaders place great emphasis on staff's wellbeing and professional development. Staff benefit from regular supervision meetings and targeted training opportunities that enhance their knowledge and practice. For example, they meet frequently to review children's progress and receive guidance on how to better support children with special educational needs and/or disabilities. Leaders also ensure that robust policies and procedures, including safer recruitment practices, are consistently followed to promote children's safety and welfare. Consequently, staff continue to develop professionally and report high levels of job satisfaction. Leaders have established secure and effective partnerships with parents and external professionals. Parents feel welcomed, supported and well informed, and they recognise the positive progress their children are making. Through a proactive and inclusive approach, leaders ensure that all children, including those who face barriers to learning, receive

p.4

Leadership and governance Expected standard

appropriate and timely support to help them succeed within the setting.

p.5

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

Children are very happy and settled within this setting. On arrival, they are warmly welcomed by nurturing staff, who support them in placing their belongings in designated areas, helping to establish a calm and positive start to the day. Attendance has improved significantly, with children now attending regularly. Leaders have implemented effective monitoring systems to ensure consistent attendance, so that children benefit fully from meaningful learning experiences.

p.5

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

Children enjoy exploring a stimulating and dynamic environment that is thoughtfully planned around their interests, preferences and abilities. They confidently make independent choices about what they wish to explore, while being sensitively supported and guided by attentive staff. For example, when children choose to play with building blocks, staff encourage them to think creatively and suggest ways to construct different structures. Through meaningful conversations, staff support children's communication and language development. They also gently support children to collaborate with their peers, take turns and share resources, fostering positive social interactions. As a result, children are typically engaged in their learning and begin to develop the confidence and resilience needed to become enthusiastic learners.

p.5

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

Children develop warm, trusting relationships with staff, who are consistently attentive and responsive to their needs. Staff are readily available to offer comfort and reassurance, while also helping children to understand and manage their emotions. Leaders and staff work closely with parents, carers and external professionals to ensure that children who face barriers to learning are fully included and well supported throughout their journey. Children receive regular praise and recognition for their efforts. They take pride in sharing their 'masterpieces' and enjoy taking on responsibilities, such as being the 'special helper'. This supports the development of their confidence, sense of belonging and emotional resilience.

p.5

Address:

Scout Hut, Jubilee Park Watchouse Road CHELMSFORD CM2 8ND

p.6

Address:

Type: Childcare on non-domestic premises

p.6

Address:

Registered person: Jubilee Friends Limited

p.6

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 - 15:00

p.6

Next steps

Leaders should provide targeted support to staff to ensure that the curriculum is implemented consistently and that teaching is delivered with greater precision across the setting.

p.6

About this inspection

The inspector spoke with leaders, staff, the special educational needs coordinator, parents and children during the inspection.

p.6

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.

p.6

Facts and figures used on inspection

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

p.7

Exceptional

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

p.7

Strong standard

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

p.7

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.

p.7

Needs attention

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

p.7

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.

p.7

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

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

p.8