Precious Jem's Bredbury

Precious Jem's Bredbury

Unique reference number (URN): 2863259 Address: 142 Oldham Drive, Bredbury, Stockport, SK6 1HB Type: Childcare on non-domestic premises Registered with Ofsted: 01/09/2025 Registers: EYR, CCR Registered person: Precious Jem's Ltd

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

Achievement Strong standard

Children, including those who are disadvantaged or have special educational needs and/or disabilities, make strong progress from their individual starting points. Younger children develop secure foundations in communication, physical development and independence. They increasingly use words to communicate, develop their coordination and confidently manage age-appropriate tasks for themselves. Parents recognise the significant progress their children make.

p.2

Achievement Strong standard

Older children confidently recall and apply what they have learned. They remember familiar sounds and actions, recognise letters that are meaningful to them and use an increasingly broad vocabulary. Children demonstrate secure listening and attention skills, follow increasingly complex instructions and use their knowledge during play and everyday routines.

p.2

Achievement Strong standard

Children develop the knowledge, confidence and independence they need for their next stage of learning. Those approaching school age are increasingly confident and well prepared for the transition to their next setting.

p.2

Behaviour, attitudes and establishing routines Strong standard

Leaders have established clear and consistently understood expectations that help children behave positively and develop highly positive attitudes to learning. Children know and follow the setting's routines consistently. They confidently tidy resources, wait for their turn and manage transitions with increasing independence. Practitioners explain the reasons for expectations, helping children understand how their behaviour affects themselves and others.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children form warm, secure relationships with practitioners and confidently seek adults for reassurance. They respond positively to guidance and learn how to recognise and talk about their emotions. Practitioners support children to develop strategies to manage their feelings. Children cooperate, share and help one another and show genuine enjoyment in each other's achievements.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children who need additional support are helped sensitively to remain engaged and participate successfully alongside their peers. Practitioners use clear instructions, encouragement and positive reinforcement that reflect children's individual needs. As a result, children respond positively, sustain their involvement and successfully follow established routines.

p.2

Behaviour, attitudes and establishing routines Strong standard

Leaders promote regular attendance and follow up unexplained absences promptly. They work with families and other professionals when attendance may become a barrier to a child's learning or wellbeing.

p.2

Curriculum and teaching Strong standard

Leaders have designed an ambitious curriculum that reflects what they want children to learn and provides a broad range of experiences across all areas of learning They evaluate provision and make purposeful improvements. For example, leaders have transformed the outdoor environment to provide children with richer opportunities to explore nature, develop physically and extend their learning through first-hand experiences.

p.3

Curriculum and teaching Strong standard

Practitioners consistently use skilled interactions to build on what children know and can do. They model and extend language, introduce new vocabulary and give children time to think and respond. Mathematical language is woven purposefully through routines and play. Children learn about size, shape, colour, position and direction in ways that are appropriate to their age and stage of development.

p.3

Curriculum and teaching Strong standard

Children's physical, personal, social and emotional development is prioritised particularly well. Practitioners encourage independence and provide frequent opportunities for children to develop their coordination, confidence and physical skills. They know children's individual needs and starting points well and adapt their teaching effectively when children require additional support. As a result, children are highly engaged, build securely on what they know and confidently recall and apply previous learning.

p.3

Children's welfare and wellbeing Expected standard

Children benefit from warm, attentive care that supports their individual welfare and wellbeing. Practitioners know children's routines and preferences and respond sensitively when they need comfort or reassurance. Babies and children form secure relationships with familiar adults and confidently seek their support. Personal care is managed respectfully, with children encouraged to become increasingly involved and independent.

p.3

Children's welfare and wellbeing Expected standard

Children develop healthy lifestyles and increasing independence. They have frequent opportunities for energetic physical play and learn about the importance of drinking water and keeping their bodies healthy. Children increasingly manage their own personal care, make choices at mealtimes, pour their own drinks and try a varied range of foods. Practitioners understand children's dietary requirements and work with parents when children's feeding needs change. As a result, children develop the physical skills, confidence and independence they need to manage their own health and self-care increasingly well.

p.3

Children's welfare and wellbeing Expected standard

Children's individual sleep routines are respected. Practitioners understand safer sleeping practices and remain attentive to sleeping children.

p.3

Children's welfare and wellbeing Expected standard

Generally, practitioners promote appropriate hygiene practices. However, some routines, including children's handwashing and practitioners' hand hygiene, are not implemented consistently.

p.3

Inclusion Expected standard

Leaders have established an inclusive culture where staff know children well and identify emerging needs promptly. They use observations and appropriate assessments to identify potential barriers to learning. Staff use this information to adapt their teaching and provide targeted support that reflects children's individual needs.

p.4

Inclusion Expected standard

Children with special educational needs and/or disabilities and other barriers to learning receive effective support. Staff understand their individual next steps and adapt their interactions to help them make progress. For example, staff consistently model and extend children's language during everyday experiences. Leaders monitor children's development and review the support in place. They work closely with families and relevant professionals to seek further advice and coordinate support when required. Parents recognise the positive difference this makes to their children's development.

p.4

Inclusion Expected standard

Leaders use early years pupil premium funding to provide eligible children with additional resources and experiences. However, they do not consistently identify the intended outcomes or evaluate the specific impact of this funding for each eligible child. This limits leaders' ability to demonstrate precisely how the funding reduces individual barriers to children's learning and development.

p.4

Leadership and governance Expected standard

Following a period of change in leadership, leaders have established clear expectations and successfully supported staff to implement their vision for the setting. They have accurately identified areas requiring improvement and taken effective action. Significant improvements to the learning environment, particularly outdoors, have increased the range and quality of experiences available to children. Staff who experienced these changes speak positively about the support and reassurance leaders provided.

p.4

Leadership and governance Expected standard

Leaders maintain effective oversight of the setting and make decisions with children's best interests at the centre. Appropriate recruitment and induction arrangements help to assure staff suitability. Regular supervision and appraisal provide opportunities for leaders to oversee staff practice, reinforce expectations and identify where support is required.

p.4

Leadership and governance Expected standard

Leaders give appropriate consideration to staff wellbeing and workload. Staff feel valued and well supported. Leaders regularly check on their wellbeing and, wherever possible, arrange meetings, supervision and training during working hours. Apprentices receive protected time for their studies and opportunities to apply their developing knowledge in practice.

p.4

Leadership and governance Expected standard

Leaders establish positive relationships with parents and the wider community. Parents value the regular information they receive about their children's learning and development. Links with local schools and community organisations broaden children's experiences and support continuity in their learning.

p.4

Leadership and governance Expected standard

However, professional development is not yet sufficiently strategic. Leaders do not consistently use evaluation of staff practice to identify development priorities or measure how training improves the quality of education children receive.

p.4

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

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

Children are happy, confident and enthusiastic learners. They arrive at a setting where they are warmly welcomed and develop secure relationships with familiar adults. Children confidently seek reassurance when they need it and show affection towards practitioners and each other. They develop friendships, help their peers and learn to share, cooperate and wait patiently for their turn. This helps children develop a strong sense of belonging.

p.5

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

Children thoroughly enjoy their learning. They eagerly join in with stories, songs, physical activities and sensory experiences and show particular enthusiasm when exploring outdoors. Children confidently investigate, make choices and talk about their experiences. They remember previous learning and use what they know during new activities. Younger children develop their early language, physical skills and independence, while older children build increasingly secure communication, mathematical and literacy knowledge. Children who need additional help are included fully in everyday experiences and receive support that helps them make progress from their individual starting points.

p.5

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

Children become increasingly independent and confident. They know familiar routines, tidy resources, manage aspects of their personal care and understand what is expected of them. Children learn how to keep themselves healthy through physical activity, nutritious food and everyday self-care.

p.5

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

Children benefit from strong links between home and the setting. Families contribute to children's experiences and receive regular information about their learning and

p.5

Address:

142 Oldham Drive Bredbury Stockport SK6 1HB

p.6

Address:

Type: Childcare on non-domestic premises

p.6

Address:

Registered person: Precious Jem's Ltd development. Children approaching school age are helped to become familiar with their next setting, supporting confident transitions. Regular attendance is promoted so that children benefit fully from the learning, relationships and experiences available to them.

p.6

Next steps

Leaders should develop a more strategic approach to professional development, using evaluation of staff practice to identify training priorities and measure the impact on the quality of education children receive. Leaders should strengthen how they plan and evaluate the use of early years pupil premium funding so they can demonstrate the specific impact it has on each eligible child's learning and development.

p.6

About this inspection

The inspector spoke with the nominated individual, director, manager, practitioner, 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. Register(s): EYR, CCR

p.6

About this inspection

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

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.

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.8

Urgent improvement

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

p.8