Jellies Preschool, Out Of School & Holiday Club

Jellies Preschool, Out Of School & Holiday Club

Unique reference number (URN): 2857042 Address: Linthwaite Methodist Church, Stones Lane, Linthwaite, Huddersfield, HD7 5PD Type: Childcare on non-domestic premises Registered with Ofsted: 15/08/2025 Registers: EYR, CCR, VCR Registered person: Jellies Out Of School And Holiday Club Limited

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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 demonstrate confident and competent language skills and have high levels of understanding for their age. Children sing a range of familiar songs and rhymes and demonstrate that they know some familiar stories. They recite key phrases from books, and handle books carefully. Children use puppets and express their voices in different ways as they make-believe. Toddlers join in with the rhythm of songs and bob up and down in time with the music.

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Achievement Expected standard

Children hold pencils using an effective grip to make marks of their choosing. They make recognisable representations of people, with arms and legs. Children use one-handed tools very well and make good attempts to cut with scissors.

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Achievement Expected standard

All children, including disadvantaged children, vulnerable children and those with special educational needs and/or disabilities, gain the essential skills they need for their age and stage of development.

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Behaviour, attitudes and establishing routines Expected standard

Children behave well because leaders train staff in behaviour management and ensure staff use approaches that are effective for young children. Staff model correct behaviours to children and point out when children are doing the right thing. This encourages other children to copy positive behaviours, and helps them to understand expectations.

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Behaviour, attitudes and establishing routines Expected standard

When children have difficulties sharing, staff immediately step in and suggest taking turns. They provide children with phrases they can use to request a turn, and explain not to snatch toys and equipment. This really helps children to learn essential social and behavioural skills. As older children play together, they negotiate with each other. They cooperate well and play happily with each other.

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Behaviour, attitudes and establishing routines Expected standard

Children demonstrate that they are developing the skills they need to learn effectively. They concentrate and pay attention. They generally listen well and follow instructions given by staff. Most children help to tidy up when asked. If children become distracted, staff re-focus their attention to help them concentrate on learning. The routines in place help children to know what is happening next. This is especially helpful for disadvantaged and vulnerable children who gain a sense of security from predictable routines.

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Behaviour, attitudes and establishing routines Expected standard

Leaders check attendance daily and contact families if children do not attend. They use professional curiosity to ensure that they know where children are. They demonstrate a thorough understanding of potential safeguarding concerns linked to poor attendance. If leaders cannot identify where children are, they escalate their concerns and help to organise welfare checks.

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Children's welfare and wellbeing Expected standard

Leaders have developed an ethos of nurture that focuses on children's wellbeing and happiness. This is the primary aim of the nursery, and it is achieved through the warm and caring relationships that staff build with children throughout the nursery. Children develop independence and self-care skills as they wash their hands, go to the toilet, select equipment and put on their own coats. Staff provide help when children need it, and children make requests politely. Staff adapt nappy-changing procedures for vulnerable children so that they feel comfortable and safe.

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Children's welfare and wellbeing Expected standard

Staff are alert to children with allergies, and leaders have implemented a colour-coded system to help staff instantly identify children with allergies. All staff receive induction training that includes training on allergy awareness. Children with adrenaline auto-injectors have specific healthcare plans in place.

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Children's welfare and wellbeing Expected standard

Leaders have not yet developed effective methods to communicate with parents about healthy lifestyles. For example, although leaders provide guidance for parents on safer eating and the preparation of foods, sometimes unsuitable food is still sent in, such as whole grapes. Leaders could also do more to liaise with parents to support other aspects of children's long-term healthy lifestyles, such as around oral health and screen time.

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Curriculum and teaching Expected standard

Staff work alongside children at their chosen activities to support ongoing development and learning. They praise children's work frequently and give children feedback. This helps children to make refinements to their work. Leaders have implemented a curriculum that progressively builds children's skills. Staff plan activities based on children's interests. They identify gaps in children's learning and plan experiences that close these learning gaps.

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Curriculum and teaching Expected standard

Staff frequently engage children in back-and-forth conversations, exposing children to a wide range of words. Staff narrate what children are doing, and this supports language development as children listen to new words and descriptions. The high quality of staff's interactions with children means that communication and language are consistently developed to a high standard. This is a real strength of the staff team and ensures that all children, including disadvantaged children, vulnerable children and children with special educational needs and/or disabilities, make rapid progress. However, although staff interact very well with children, they do not always take opportunities to exploit mathematical learning as well as they could. For example, staff use words such as 'big' and 'smallest' as children build, but they do not encourage counting or expand the language of size any further. This limits children's mathematical learning.

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Curriculum and teaching Expected standard

Staff model techniques and make suggestions to help children improve their physical skills. For example, they demonstrate and explain how to use glue most effectively. They provide a range of small and one-handed tools for children to develop their hand and finger manipulation and control.

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Inclusion Expected standard

Staff discuss concerns about children's progress with parents and put plans in place to support their individual needs. Leaders ensure that there is a cycle of planning, carrying out intervention work and reviewing this to check its impact on learning. Staff support children with special educational needs and/or disabilities (SEND) to develop their speech and communication. For example, they provide children with flash cards to support their understanding. Leaders work with external professionals, parents and school staff to ensure that children with SEND have appropriate support in place as they transition to school. Staff regularly check children's skills in order to plan what they need to do next.

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Inclusion Expected standard

Leaders use funding for disadvantaged children to buy books that support emotional regulation. Staff place images about emotions on their lanyards for children to select in order to describe how they are feeling if they do not have appropriate words to use. This helps children to frame their emotions in ways they can easily understand. Leaders consider children's sensory needs. For example, they buy weighted blankets that help children to feel safe and secure. When children need to build confidence and self-esteem, leaders offer additional sessions for them. This builds their sense of belonging and confidence. Staff personalise care and settling-in procedures for vulnerable children so that they quickly feel comfortable.

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Leadership and governance Expected standard

Leaders express genuine care for the staff team and children. They have a passion for providing a service that makes parents and children feel safe and happy. They know that in order for children to learn effectively, children need to feel safe. Leaders have implemented safe recruitment processes and consider staff viability carefully before offering a position to anyone. New staff take part in a thorough induction, and leaders ensure that this includes methods of interacting with children so that communication in constantly developed. A buddy system is in place so that more experienced staff can act as mentors for newer and less experienced staff.

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Leadership and governance Expected standard

Leaders regularly monitor staff performance and have developed an open culture where staff can raise any concerns. Leaders provide staff with time out to complete training and observations. Staff say that they appreciate this and love working at the nursery. Opportunities for staff training are identified on an individual basis through monitoring processes.

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Leadership and governance Expected standard

Leaders could develop more effective ways to communicate with parents in order to help parents follow health guidance and build children's healthy lifestyles. They could provide more effective information about online harms and oral health. This would further support children to have long-term healthy lifestyles.

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Leadership and governance Expected standard

Leaders support families with children's behaviour at home so that nursery and home have the same approach, and this gives consistency to the children. Leaders liaise with other professionals and parents to ensure that children with special educational needs and/or disabilities smoothly transition to school. For example, they invite teachers and specialist staff from schools to visit children in the nursery.

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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 thrive in this nursery because staff treat children with respect, fostering and developing children's emotional wellbeing and self-esteem. Children behave well and learn essential social skills because the skilful staff team supports children to gain social knowledge and make the right choices. Children feel safe and express their happiness as they sing to themselves during play. Staff check in on toddlers frequently, noticing when they need a little more comfort and sensitively providing them with emotional warmth.

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Inspector:

Ginny Robinson Staff constantly interact with children in ways that promote their language development. Children speak clearly and with confidence. They demonstrate competent communication skills and build turn-taking conversational skills. Staff support children's vocabulary with purpose and clarity. They frequently introduce new words to children to expand their knowledge and understanding. For example, they introduce words such as 'shelter', 'oar' and 'udders' as they talk to children during activities.

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Inspector:

The environment is calm and peaceful, and children often remain engaged in the activities on offer for long periods of time. They make their own choices, and demonstrate that they care about the equipment and environment as they put the lids back on pens and help to tidy up. Children demonstrate that they enjoy the activities on offer as they enthusiastically laugh and giggle when staff build towers with them. Children are keen to learn more. They ask questions that staff answer with clarity.

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Inspector:

Children enjoy listening to stories. Staff read with expression and ask questions that help children extend their thinking. Children generally sit and listen well, putting their hands up to answer questions. Staff use interactive teaching methods as they read. For example, they miss out end words of familiar phrases for the children to fill in. Children readily recite familiar lines with expression and enthusiasm, pretending to be the wolf in a traditional story. All children, including those who are disadvantaged or vulnerable, gain the skills they need for the next steps in their learning.

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Next steps

Leaders should train staff in mathematical teaching methods and ensure staff consistently implement these methods in their daily interactions so that children can frequently practise and extend their mathematical skills. Leaders should strengthen effective engagement with parents to deepen children's understanding of healthy lifestyle choices and foster robust physical and mental health for their future.

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About this inspection

The inspector spoke with leaders, staff 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:

Linthwaite Methodist Church, Stones Lane Linthwaite Huddersfield HD7 5PD

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Jellies Out Of School And Holiday Club Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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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

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Urgent improvement

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Urgent improvement

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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