Jigsaw Day Nursery

Jigsaw Day Nursery

Unique reference number (URN): EY401292 Address: Jigsaw Day Nursery, 2 Beechwood Road, Cressington, LIVERPOOL, L19 3RU Type: Childcare on non-domestic premises Registered with Ofsted: 30/11/2009 Registers: EYR Registered person: P & EP Moss Ltd T/A Jigsaw Day Nursery

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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

All children make progress from their starting points, including those with identified barriers to their learning. The youngest children and babies build warm bonds with their key people that help them to feel secure. This supports their confidence and enables them to explore the environment and develop wider skills. Babies benefit from spending times of the day with older children, such as lunchtimes, where the children eat together. This supports children to become familiar with the wider team, children and setting, preparing them for when they transition through the nursery.

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Achievement Expected standard

Children are suitably prepared for their next stages in learning. For example, older children demonstrate growing independence and self-help skills, such as when putting on their own coats, taking off their shoes and scooping extra food at lunchtime. They are confident communicators, who are able to engage well with practitioners and visitors.

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Behaviour, attitudes and establishing routines Expected standard

Practitioners are positive role models for children, talking to and treating one another with respect. They recognise the importance of key-person bonds in supporting children's relationships. This secure base supports children to form positive bonds with one another. As a result, children collaborate and seek each other out to play games together. Practitioners use specific praise with children, which effectively reinforces their positive behaviour. For example, practitioners praise children when they show care and consideration for animals in the garden. A child moves a ladybird away from other insects, and practitioners sensitively introduce the word 'protect' and call the child 'kind'. This enables children to understand which behaviours to repeat.

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Behaviour, attitudes and establishing routines Expected standard

Leaders promote the importance of regular attendance. Leaders ensure that practitioners understand the setting's procedure around non-attendance and follow this up in a timely manner. This keeps children safe and supports their preparation for school.

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Behaviour, attitudes and establishing routines Expected standard

Children understand the routine of the setting well and know what is expected of them. For example, they know where to line up and patiently wait to get their coats on, in preparation for going outside.

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Children's welfare and wellbeing Expected standard

Leaders have created a safe, warm environment in which children play with their friends in small groups. Leaders ensure that practitioners are deployed well, which enables them to quickly intervene when children become upset and offer them reassurance. Leaders recognise the importance of consistency for children to help them build up trusting, secure relationships. This helps children form close bonds with their key workers. Typically, key workers are well in tune with the feelings of their key children. They ensure that they are on hand to support them and plan experiences that appeal to their interests. This helps children to feel secure and settled. Practitioners use stories to introduce language around feelings and emotions. This supports children to understand and articulate their own feelings, and the feelings of others.

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Children's welfare and wellbeing Expected standard

Leaders ensure that children have daily access to the outdoor space. They enjoy exploring nature, such as by exploring insects or making concoctions in the mud kitchen. Children engage in physical exercise, such as running and balancing on crates. Typically, practitioners support and teach children to keep themselves healthy and make healthy choices. However, children are not consistently given an explanation as to why certain choices are healthy ones. This does not prepare children with the knowledge to enable them to make healthy choices of their own.

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Curriculum and teaching Expected standard

Leaders have designed a curriculum that is broad and varied, with clear expectations for what they want babies and children to learn. Practitioners use assessments well to ensure that children's next steps in learning are accurate. This supports all children to make progress in their development. Practitioners working with babies focus on building strong relationships with their key children, to support children's personal, social and emotional development and enable them to feel secure in the setting. This is supportive of wider learning and development.

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Curriculum and teaching Expected standard

The team promotes a love of books, and the children have recently been reading 'The Three Little Pigs'. Practitioners consider opportunities for children to recall stories across a range of activities. As a result, children choose to look at books independently, or ask practitioners to read to them in the outdoor library. Children are familiar with the way stories are structured, making up their own fairy tale together. Leaders ensure that there is a clear focus on children's communication and language. Practitioners introduce new vocabulary in meaningful contexts for children to understand, such as 'invisible'. As a result, children are confident communicators and are able to explain their thinking, for example, 'The pig is sad because the wolf is going to eat him.'

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Curriculum and teaching Expected standard

Practitioners ensure that early mathematics is taught explicitly. Children enjoy playing games such as 'What time is it, Mister Wolf?', which promotes their enjoyment of number. Children are typically given opportunities to develop mathematical concepts throughout the routine. However, practitioners do not consistently recognise opportunities to promote further learning and development. For example, while some staff count as children scoop their lunch or use positional language, such as 'behind', when children queue up, this is not consistent across the whole team.

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Inclusion Expected standard

Leaders are reflective in their approach to inclusion. For example, they recently updated processes for gathering children's development information upon starting nursery, to gain a clearer understanding of this. Following children joining the nursery, practitioners use assessments of children, including of their speech and language development, to enable them to identify where progress is not typical and further support is needed. Assessment information is promptly shared with children's parents and carers, to ensure a joined-up approach and that children are receiving the same consistent messages. Leaders also reflect on the ways in which any additional funding is spent to make sure that it is supportive of children making progress. This approach ensures that all children make progress from their starting points.

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Inclusion Expected standard

Leaders recognise where children may face barriers in their learning. They work collaboratively with parents, sensitively offering advice and support to ensure that all children reach their full potential. Leaders have a thorough understanding of services available locally for children with special educational needs and/or disabilities, and use the advice from different agencies to support their practice with children and their families. As a result, parents feel supported to continue their children's learning at home.

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Inclusion Expected standard

Practitioners typically make a positive difference to the experiences of children who face barriers to their learning. However, the youngest children do not always have their attention sustained at times when children join together. While leaders do often intervene, not all practitioners recognise how to adapt their practice to consistently ensure that teaching and interactions are supportive of children's changing needs.

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Leadership and governance Expected standard

There have been recent changes to the leadership team. Leaders understand the context of their setting well. They have clear action plans in place for areas of development, and prioritise effectively. They always hold children at the centre of their decision-making. For example, leaders have changed their systems for gathering baseline information when children start. As a result, leaders can more accurately identify where progress has been made and where more support is needed. This ensures swift intervention for children and ensures that any gaps in development do not widen.

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Leadership and governance Expected standard

Leaders have increased security at the setting. As a result, parents report that they feel relaxed and happy, knowing that their children are safe while at the setting. Leaders recognise the importance of working in partnership with parents for the best outcomes for children. Leaders sensitively offer advice and feedback to ensure parents know how they can continue their children's learning at home. Leaders also recognise where additional support may be needed, liaising with external agencies and assisting parents with referrals where required. This ensures a joined-up approach for children, and parents report that they feel well supported by leaders.

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Leadership and governance Expected standard

Leaders have worked hard to ensure a warm, open culture, where the team feels valued and appreciated. This is supportive of the team's wellbeing. While leaders provide the team with ongoing feedback, professional development planning for practitioners is in its early stages. Leaders recognise that there is scope to provide practitioners with further coaching and support, to ensure consistently high-quality teaching and interactions.

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

Children are recognised as individuals and encouraged to flourish at this setting. They come in happily to this safe and welcoming space that leaders have created. Children confidently explore both the indoor and outdoor environments. They have warm bonds with their key workers, which enables them to be able to express their needs and interests. For example, children will confidently ask staff to read to them in the outdoor library or play another game of 'What time is it, Mister Wolf?'. Outside, children practise varying physical skills, such as by stirring concoctions in the mud kitchen, balancing on crates or running around, negotiating space. They interact with nature, such as with a ladybird, which one child puts in a safe place. Practitioners recognise this and use specific praise and introduce words such as 'protect'. This encourages children to repeat these positive behaviours. Because of these

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

efforts, children understand the behavioural expectations of the setting and exhibit positive behaviour.

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

All children, including those with identified barriers to their learning, make progress from their starting points. Typically, children are able to concentrate well in small groups. They show positive attitudes to their learning, contributing at group time and offering ideas when engaging in activities. These listening and attention skills support children in preparation for later learning at school. Children also show growing independence skills, as they put their own coats on, take their shoes off and wash their hands. This supports children to keep themselves healthy and manage these needs for themselves. Children's families are recognised and valued as partners in their learning and development. The importance of attendance is promoted with families. This means that children benefit from consistent messages and a joined-up approach to their learning and development.

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Next steps

Leaders should continue to provide staff with ongoing support and coaching to build on their knowledge and skills, to ensure that highly effective teaching and interactions with children are embedded. Leaders should ensure that the curriculum is of a consistently high quality, including during care routines and mealtimes.

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About this inspection

The inspector spoke with senior leaders, the special educational needs coordinator, practitioners, children, the designated safeguarding lead and 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

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Address:

Jigsaw Day Nursery 2 Beechwood Road, Cressington LIVERPOOL L19 3RU

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: P & EP Moss Ltd T/A Jigsaw Day Nursery

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 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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1 to 4

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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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

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

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