Jenni's House Ltd

Jenni's House Ltd

Unique reference number (URN): 2835428 Address: Jennis House Ltd, Blackburn Road, Acre, Rossendale, BB4 5AZ Type: Childcare on non-domestic premises Registered with Ofsted: 13/05/2025 Registers: EYR, CCR Registered person: Jenni's House Ltd

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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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Behaviour, attitudes and establishing routines Strong standard

Children's behaviour is excellent. Staff are highly effective positive role models. They offer consistent praise and encouragement to every child that attends. Staff skilfully adapt routines to support children's individual needs and preferences. They use visual cues and visual timetables to help children understand what is happening 'now and next' and the routines of the day. This helps children to feel settled and be prepared for what is happening later in the day. Children listen carefully to staff and demonstrate they understand expectations and boundaries. For example, older children independently go to hold the hands of younger children as they prepare to go outside to play. Children have positive attitudes towards the activities that they engage in and their peers.

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Behaviour, attitudes and establishing routines Strong standard

Staff are well equipped to provide a wide range of resources tailored to the interests and needs of the children they support. This means that all children are engaged and manage their emotions during times of transition through the day. For example, younger children bring items from home to help them manage their feelings and self-regulate. Staff deploy themselves well throughout the day, which means their support for children is effective and meaningful.

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Behaviour, attitudes and establishing routines Strong standard

Staff use a range of strategies to support children with special educational needs and/or disabilities. For example, they allow children to access resources in their own way. For instance, some children play by themselves for a short while before staff encourage them to join in with their friends and take part in cooperative play. Children build positive relationships with their peers and staff. There are very clear boundaries and expectations in place for all children. Staff consistently work in partnership with parents and carers to promote attendance.

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Children's welfare and wellbeing Strong standard

Leaders have created a warm and welcoming environment, where children are eager to attend. Children have built warm attachments with staff and demonstrate they feel settled and happy. Many children have visited the setting previously, either to attend playgroup sessions or to attend a class so are familiar with staff.

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Children's welfare and wellbeing Strong standard

Leaders and staff have established routines that support children's health, safety and independence. Staff consistently promote healthy lifestyles through activities and discussion. For example, every day, children make their own choice from a menu of freshly made meals, which are prepared on the premises. Children talk with staff about nutritious food, play outside every day and understand about making healthy choices. Well-structured routines help children to develop healthy habits around their self-care and physical wellbeing. Children learn their voices are important.

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Children's welfare and wellbeing Strong standard

Staff support children's welfare and wellbeing superbly at this club. They encourage children to take regular drinks to keep hydrated and to wear sun hats in hot weather to protect their skin from the sun. Children with special educational needs and/or disabilities are nurtured extremely well, as staff focus on meeting the unique emotional needs of every child. For example, children enjoy yoga and mindfulness sessions at the end of every day. This helps them to feel calm and relaxed before they are collected by parents and carers.

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Children's welfare and wellbeing Strong standard

Staff take part in briefings every morning to review the day's plans and discuss the required support that children need. This preparation enables staff to deliver highly nurturing care that supports children's wellbeing and allows them to thrive.

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Inclusion Strong standard

Leaders and staff aim to make a demonstratable difference to the opportunities and experiences of the children who attend the club. Staff are experienced in supporting the individual needs of children as they learn about their needs on entry. They carefully consider the needs of children with special educational needs and/or disabilities. Staff do all they can to make adjustments for every individual child. For example, staff sit alongside children as they take part in larger group craft activities to help to reassure them if they become a little overwhelmed. Staff encourage children to express their needs, have an opinion and interact with their peers. Staff consistently support children to build their vocabulary and confidence as they develop valuable skills for life.

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Inclusion Strong standard

Leaders gather comprehensive information from parents and carers and organise taster sessions. This means that staff begin to fully understand children's interests and needs at the earliest opportunity. They are able to discuss children's needs with parents, identify potential barriers and support all children to feel included, happy and settled.

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Inclusion Strong standard

Staff identify any barriers to children's participation. They support children to value similarities and differences between people. This makes a demonstrable difference to children's experiences and supports them to enjoy activities and build friendships.

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Leadership and governance Strong standard

Leaders have a focus on the club's strengths. They regularly evaluate the club to identify areas of improvement. Leaders are committed to take decisions in the best interest of the children in their care. They welcome the views of children, parents and carers and other professionals to ensure that the club is consistently tailored to meet the changing needs of children. Staff adapt activities to support children's interests. For example, they plan activities in the outdoor area that involve dribbling and balancing a football as they know that children are interested in developing their football skills. Leaders and staff work as a close team, so that the provision makes a significantly positive difference for all children.

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Leadership and governance Strong standard

Leaders make sure that staff are supported to understand children's needs and attend training to support them in their roles. Staff ensure that they know different strategies they can use if children have a particular allergy, can become over stimulated or if they do not like loud noises. Staff explain that they feel confident well ahead of the start of the club and ready to support the individual needs of children in their care. Leaders are focused on securing the best outcomes for children.

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Leadership and governance Strong standard

Staff explain that they feel fully supported and their wellbeing is paramount to leaders. They regularly share practice through daily discussions before children arrive, staff meetings, supervision sessions and training events. As a result, children experience the highest levels of care from staff.

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Leadership and governance Strong standard

Communication with parents is excellent. Leaders and staff ensure that they are aware of children's needs daily and that they share information with parents about how their children have engaged each day. Parents are extremely complimentary about the setting. They explain that 'children absolutely love being at the club' and that children report that they have a 'fabulous day'. The club engages with the local community through taking children to visit local places of interest. This makes a significant positive difference to children's care, wellbeing and engagement.

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

Children are settled, happy and relaxed at this holiday club. There are a wide range of activities to help them develop their social, physical and emotional skills. Children enjoy searching for hidden objects in sand or making pirate maps with tea bags to stain the paper. They talk with their friends about sea creatures as they watch whales and dolphins on a large screen. Children are various ages and receive encouragement to play cooperatively with one another, share resources and help one another. Staff understand the development needs of different ages and stages of childhood. They offer activities to support all children to explore, discover and have fun at the club.

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About this setting

Unique reference number (URN): 2835428 Children with special educational needs and/or disabilities are offered a safe and secure club, where staff understand their needs. Activities are accessible and engaging for everyone. The environment is calm and embedded routines are in place. Children show genuine excitement to be attending. They are very independent, make their own choices and have a secure sense of belonging.

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About this setting

Children have built deep attachments with staff, who nurture and support their needs extremely well. Children independently go to them for a reassuring hug or to invite them to join in their play. Children receive support to develop their imaginations, build their confidence and express their needs in a very safe and nurturing environment.

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About this setting

Leaders work closely with families to ensure that the care that they provide meets every child's individual needs. Experienced staff are eager to build up a solid understanding of children's interests and abilities. They seek to offer activities and opportunities that engage children and give them a variety of experiences in a fun-filled and nurturing environment. Every week has a set theme, such as 'Pirate Week', where children enjoy exploring new things, investigating and developing their skills. Children thrive during their time at this club.

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Next steps

Leaders should ensure continued improvement in the setting's successful work to remove barriers for children who need extra help, to realise a transformational impact on all children's achievement and wellbeing.

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About this inspection

The inspector spoke with leaders, staff, 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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Address:

Jennis House Ltd Blackburn Road, Acre Rossendale BB4 5AZ

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:30 - 16:00

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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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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

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 .

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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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