Jigsaws Childcare Ltd

Jigsaws Childcare Ltd

Unique reference number (URN): EY357625 Address: Kirk Fenton Parochial C of E Primary School, Main Street, Church Fenton, TADCASTER, North Yorkshire, LS24 9RF Type: Childcare on non-domestic premises Registered with Ofsted: 17/07/2007 Registers: EYR, CCR, VCR Registered person: Jigsaws Childcare 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.2

How we evaluate safeguarding

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

p.2

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.2

Achievement Expected standard

Children achieve well across all areas of learning. They develop secure early mathematical skills. For example, they confidently and correctly count the number of eyes they add to their picture of a monster. Older children communicate effectively, expressing their ideas and sharing new knowledge. Babies copy actions and words and develop a love of stories. They bring books and climb onto an adult's lap to look together.

p.2

Achievement Expected standard

Babies make secure progress in physical and sensory development through well planned activities that encourage exploration, independence and physical movement. Older children experience increasing challenge, particularly outdoors, where they investigate natural materials and build on their understanding of the world around them. Staff identify children's needs early and work with other professionals to support children with special educational needs and/or disabilities, which helps to ensure that children's progress is secure and barriers are reduced.

p.2

Achievement Expected standard

Children develop the age appropriate knowledge and skills they need for the next stage in their learning. For example, older children show good listening and attention skills during group activities and eagerly join in discussions. They are confident, curious and well prepared for school.

p.2

Children's welfare and wellbeing Expected standard

Staff support children's welfare and wellbeing through warm, nurturing relationships. Babies receive attentive care. Staff supervise them closely during sleep and meal times to ensure their safety. Children feel secure and benefit from staff who know them well and respond sensitively to their needs. Staff keep up to date with children's needs by completing care plans with parents and checking often for any changes. Children learn to express their emotions confidently and show emotional security. Staff encourage children to share how they feel. Children explain that happiness makes them feel 'fizzy' inside, which demonstrates how well staff help them to understand and articulate their feelings. Staff create calm, purposeful environments for older children where they can explore safely. Outdoors, staff encouraging gentle handling of natural materials and model safe investigation. Community walks help children to identify familiar people and buildings in

p.2

Children's welfare and wellbeing Expected standard

the village and develop a strong sense of belonging.

p.3

Children's welfare and wellbeing Expected standard

Staff promote children's health through daily routines, including toothbrushing and sun safety practices. Children learn healthy habits in calm, predictable ways that help them to feel settled and ready to engage. For example, they wash their hands at key times during the day. Nursery meals and snacks are typically nutritious and balanced. Leaders work with parents to promote healthy packed lunches.

p.3

Curriculum and teaching Expected standard

Leaders have designed a broad and balanced curriculum that reflects how children learn best, particularly through outdoor exploration. Carefully planned activities in the garden allow children to investigate the natural world closely. For example, toddlers examine dragonflies, birds' nests and plants with fascination. Staff provide rich learning experiences that promote curiosity, investigation and early problem solving. Activities are planned with clear intent and adapted to children's interests, helping them to make meaningful connections in their learning.

p.3

Curriculum and teaching Expected standard

Teaching is warm, purposeful and responsive. Staff use skilful questioning techniques and encourage children to think about what they are learning, whether exploring nature or discussing emotions during group time. They identify children's needs early and use this knowledge to shape teaching approaches that help children to make steady progress. Leaders work with staff and advisory professionals to build the quality of teaching. For example, staff have begun to leave activities out for longer, enabling children to revisit and deepen their learning.

p.3

Curriculum and teaching Expected standard

The curriculum is inclusive and ensures all children can participate successfully. Babies benefit from sensory and physical activities, such as posting balls and exploring themed trays. Older children practise early writing through mark making and enjoy opportunities to explore mathematical ideas through creative tasks. Leaders support staff through modelling and professional development, which strengthens teaching across the team.

p.3

Inclusion Expected standard

Leaders have established inclusive practices that ensure children's needs are identified early and supported well. Staff know children's backgrounds and vulnerabilities, including those who have experienced early trauma or have emerging developmental needs. They work closely with external professionals, such as speech and language therapists, to ensure that children receive timely and appropriate support. Staff use advice from leaders and professionals to guide their approaches and adapt activities so that all children can participate successfully.

p.3

Needs attention

Children with special educational needs and/or disabilities are fully included in the life of the nursery. Staff understand their individual needs and provide sensitive interactions that help them to feel secure. Disadvantaged children and those known to children's social care receive effective support. Staff build secure relationships with families to reduce barriers to learning and wellbeing. Staff meet medical needs discreetly and confidently.

p.4

Needs attention

Leaders monitor children's progress and use this information to plan support that helps children move forward from their starting points. They work with families to share strategies and celebrate achievements, ensuring that parents feel valued and involved. As a result, children experience a nursery where their needs are understood and met with care.

p.4

Behaviour, attitudes and establishing routines Needs attention

Some aspects of behaviour management are not yet effective. The youngest children can become highly excitable and staff responses do not always help them to settle. For example, toddlers run indoors, accidentally bumping into others or occasionally disturbing others' play or rest times. Some staff join in the excitement or use strategies that are not developmentally appropriate for very young children. These inconsistencies mean calm routines are not yet fully embedded and children do not always receive appropriate and clear guidance about expected behaviours. Staff need more support to establish consistent, age appropriate expectations.

p.4

Behaviour, attitudes and establishing routines Needs attention

Older children typically show positive attitudes to learning. They enjoy exploring activities, particularly outdoors, where they remain engaged for extended periods. Children demonstrate an eagerness to help. For example when tidying up, they check with staff where resources should go and work together, handing whiteboards to friends to put away. Staff build warm relationships with children, which helps them feel secure and confident. Older children understand routines well and respond calmly during transitions, such as moving to the carpet for group activities and lining up to go outdoors.

p.4

Behaviour, attitudes and establishing routines Needs attention

Leaders promote attendance effectively, and children generally benefit from predictable routines that help them feel settled. Staff encourage kindness and respectful interactions, which helps children to develop positive relationships with both adults and other children.

p.4

Leadership and governance Needs attention

Leaders' oversight is not effective enough to identify weaker aspects of practice. They do not recognise that routines in the baby room are not consistently calm or settled. They overlook some inconsistent practice, such as staff using behaviour management strategies that are not appropriate for the age of the children. Monitoring is not precise enough to identify emerging patterns or ensure that expectations are consistently embedded across rooms. As they prepare to relocate the nursery, leaders identify opportunities to build on provision and are seeking professional advice to support them. For example, they plan to create calm and organised spaces that help children to concentrate and engage. Staff benefit from supervision and encouragement to develop their teaching. For example, staff are learning how to deepen children's mathematical understanding. Leaders provide reliable, personal support for staff, particularly those experiencing challenges, and create a

p.4

Leadership and governance Needs attention

culture where staff feel valued and cared for. Staff grow in confidence. Leaders ensure they have enough time and opportunities to complete any studies, ensuring that their workload is manageable.

p.5

Leadership and governance Needs attention

Leaders want the best for the children and families that they work with. They engage positively with parents, who commend them for their excellent communication and dedication. Decisions, such as how to spend additional funding, are made with children's best interests at heart. Leaders work with external professionals to ensure children's needs are met and maintain secure relationships with local schools to support continuity when children move on.

p.5

Compulsory Childcare Register requirements

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

p.5

Register

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

p.5

Voluntary Childcare Register requirements

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

p.5

Register

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

p.5

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

Children settle quickly, greeted warmly by staff who know them well. They show that they feel safe, valued and understood. Children demonstrate positive attitudes to learning and enjoy being part of a nursery that celebrates their individuality. Children benefit from consistent routines that help them to feel secure. The nursery is filled with smiles, giggles and genuine joy, creating an environment where children are happy and at ease.

p.6

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

Children enjoy exploring a rich range of activities that spark curiosity and imagination. They show confidence in expressing themselves and demonstrate pride in what they learn. Babies practise early independence, drinking from open cups and exploring sensory materials that support fine motor development. Older children revisit activities to deepen their learning and enjoy opportunities to explore outdoors, where they are most engaged. Children achieve well. They benefit from activities that build on what they already know and can do. They develop secure early communication skills and use thoughtful language to describe their feelings and ideas. Parents describe how children share new knowledge at home, including what to do in an emergency or how electricity works.

p.6

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

All children are included in all aspects of nursery life. Those who face barriers to their learning benefit from careful plans to support their achievements and wellbeing. Staff meet medical needs sensitively, ensuring that children feel no different from their friends. Families describe staff as approachable and deeply committed to their children's wellbeing. Children learn alongside their friends, often helping one another, for example, during tidy up time. They enjoy community walks where they identify signs in the village and develop a strong sense of place and connection.

p.6

Next steps

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

p.6

Action Completion Date

improve monitoring of provision to identify and address weaker aspects of practice promptly 31/07/2026

p.6

Action Completion Date

strengthen staff understanding of developmentally appropriate expectations and strategies to support positive behaviours. 31/07/2026

p.6

Address:

Kirk Fenton Parochial C of E Primary School, Main Street Church Fenton TADCASTER North Yorkshire LS24 9RF

p.7

Address:

Type: Childcare on non-domestic premises

p.7

Address:

Registered person: Jigsaws Childcare Limited

p.7

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

p.7

Facts and figures used on inspection

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

p.7

About this inspection

The inspector spoke with leaders, staff, children and parents during the inspection.

p.7

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.7

Exceptional

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

p.8

Strong standard

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

p.8

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.8

Needs attention

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

p.8

Urgent improvement

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

p.8

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.

p.8

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.9

Urgent improvement

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

p.9