Jumping Jellybeans Pre-school

Jumping Jellybeans Pre-school

Unique reference number (URN): EY292363 Address: St Pauls Church Hall, Culliford Crescent, Poole, Dorset, BH17 9ET Type: Childcare on non-domestic premises Registered with Ofsted: 10/09/2004 Registers: EYR, CCR Registered person: Southern, Deborah Marie

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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 Strong standard

Children are very well prepared for future learning. They develop the skills, knowledge and confidence to thrive. Children answer questions with enthusiasm. They count with accuracy and understand how numbers are useful. All children, including those who experience disadvantage, develop effective social skills. They thank their friends when they share toys with them. They apply the skills they have learnt. For instance, they look at their friend, use their name and thank them. These prepare them well for school.

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Achievement Strong standard

Children are confident. However, when they are unsure, staff are proactive. They create learning opportunities to ensure that children can be successful. This builds a culture of 'I can do this' among all children. Children engage with sustained interest which contributes to all areas of their development. They develop physical skills, balancing through obstacle courses they have made. Children love observing the properties of materials through magnifying glasses and share what they have found.

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Behaviour, attitudes and establishing routines Strong standard

Children's behaviour is excellent. This starts with leaders' strategic approach. They establish routines at the beginning of the academic year that will benefit children throughout their time at the setting. Staff continually, but gently, embed high expectations. This has a profound impact on children's behaviour. All children, including those that have recently started, follow instructions. They know how to get themselves ready for snack time. They wash their hands and know why this is important. They take responsibility for their things. When children have finished exploring an activity, they put items away as they found them in preparation for the next child. When they need reminders, staff say 'We play and put away'. Children, including those with special educational needs and/or disabilities, smile as they recall expectations.

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Behaviour, attitudes and establishing routines Strong standard

Staff are excellent role models. They create a culture of respect, kindness and care. Children share these same attributes with one another, thanking one another when they share toys. Staff notice the rare occasions in which children find it difficult to regulate themselves. They teach them and adapt activities so that children are successful in resolving difficulties. All children have excellent attitudes to learning. Staff reflect on these moments and plan future learning to support children's ongoing regulation skills. Leaders monitor children's attendance and actively follow this up with parents.

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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing is a high priority for leaders and staff. The environment is consistently warm and nurturing. Children experience friendly social interactions with each other. Staff explicitly teach children about healthy choices in regard to food, rest and exercise. Children learn with depth and meaning. They clearly understand the importance of looking after their bodies. Children also know why it is important to do so. For instance, they practise health skills, such as cleaning teeth. Staff give them feedback, so children know how to improve. This ensures that children know how to look after their teeth. Leaders collaborate with parents to ensure that children regularly visit the dentist.

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Children's welfare and wellbeing Strong standard

Staff are passionate about children's wellbeing. Children are well cared for. Leaders have embedded, well-structured routines to build lasting habits. Interactions from staff are attentive and caring. Well-formed relationships support children's confidence and subsequently, their independence skills. Children take responsibility for clearing away items that they have used.

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Children's welfare and wellbeing Strong standard

Leaders and staff know children and their families very well. They are vigilant to children's changing circumstances. Leaders and staff adapt their approaches to help them. This includes ensuring they meet children's emotional and developmental needs.

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Children's welfare and wellbeing Strong standard

Staff prepare food in line with children's needs and plans. They supervise children well. Staff follow safer-sleeping practices.

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Curriculum and teaching Strong standard

Leaders ensure the curriculum is ambitious. They design simple, but effective plans for what staff want children to learn. This includes those children that experience disadvantage. Their approach is strategic and well thought through. It builds on the skills that children need to thrive throughout the year. They provide opportunities for children to be exposed to skills in areas that interest them. As children try ideas, staff observe and celebrate children's attempts. This rapidly builds children's confidence. Staff skilfully teach children to refine these skills over time. They allow them the time and space to deepen their mastery of simple skills. Children successfully apply these skills by applying what they have learned in different scenarios. For instance, children learn to use scissors. When children are reluctant to use scissors, staff place these in areas of the environment that children enjoy, such as cutting

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Curriculum and teaching Strong standard

bunches of herbs. Children enjoy the sensory experiences of cutting herbs. Staff build on this by providing other materials for children to experiment cutting. Staff delight in children's attempts. They celebrate their successes and mount them onto card for them to share with their families. Children are rightfully proud of their achievements. Staff build on children's confidence by teaching them ways to hold scissors and paper with increasing efficiency. They pace their interactions well. Staff give purposeful input and know when to take a step back and let children embed previous learning.

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Curriculum and teaching Strong standard

Leaders have developed assessment tools which support staff to have an incisive understanding of children's understanding. These tools give them the insight to take decisive action to support children's learning.

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Curriculum and teaching Strong standard

Learning is focused on children's communication and language, and this supports all areas of learning. Staff consistently model the vocabulary they need. They teach them subject- specific language on topics they are learning about. For instance, while learning about teeth, staff provide explanations, share books and skilfully engage children in discussions about words, such as 'acid' and 'plaque'. All children greatly benefit from this rich language environment.

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Inclusion Strong standard

The provider has high expectations for all children, particularly for children that experience disadvantage. Leaders are experts at identifying children's needs. They assess them accurately, using a range of tools alongside their professional expertise. The provider designs learning that is specific to children's individual needs. They organise the environment and daily routines so that children have targeted focused time. During these times, staff teach children well. Well planned sessions enable children to practise the skills they need to learn. Children are highly motivated to engage in these targeted sessions. For instance, children love playing games where they learn social skills and build key vocabulary. They take turns as they enjoy pirate games. Children make requests and practise telling their friends what they would like, for instance by saying, 'I want the yellow dagger please.' These skills build their confidence, which they use when playing

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Inclusion Strong standard

Staff work together, consistently minimising barriers to children's learning. They work with external agencies effectively and actively put into practice the advice received. Leaders monitor children's progress closely. They support staff to adapt children's individual plans. This ensures that children continually make progress and close gaps in their learning and care needs. Leaders use funding strategically to provide bespoke resources. They focus on children's priority areas for improvement effectively.

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Leadership and governance Strong standard

Leaders have a perceptive analysis of the setting. They know where their practice is effective and focus well on the areas they want to enhance even further. Their plans are effective. Leaders and staff have improved partnerships with parents. They have increased the opportunities and ways to engage parents in their child's development. Parents have increased parental confidence in their child's learning and development.

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Leadership and governance Strong standard

Leaders also support staff. They have high expectations of staff. Leaders ensure their role is both manageable and meaningful. They tackle underperformance sensitively, providing support and training to improve practice. Staff work well as a team. Leaders coordinate them well. This ensures that children are at the heart of all decision making. Staff feel valued and appreciated in their roles.

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Leadership and governance Strong standard

The provider works well with external agencies. They seek advice and are open to innovative ideas. Leaders deeply reflect on adapting approaches to continually improve. While doing this, they successfully maintain their core values to improve children's lives. Leaders have fostered a culture of high expectations. They support staff through regular staff meetings and effective supervision arrangements. This ensures that staff can provide the best care they can for the children they look after.

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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 love learning at this setting. They are fully focused on the exciting and engaging learning that staff provide them. Staff sustain their concentration with expertise. When children dig and find worms, staff maintain their fascinations by getting resources, such as a wheelbarrow, to collect worms in. Children gather around and carefully observe worms. Staff talk to them about creatures that live in the ground, building their vocabulary and understanding of the world. Children also love to share books with staff. They sit in comfortable seats and enjoy one another's company as they read and discuss what they see and hear in stories.

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

Children learn well alongside one another. They thank one another for sharing toys with them. Children are respectful to friends and staff. They also look after the environment, putting away items once they have finished using them. Children and their families are part of a close community. The setting plays a key role in supporting children and their families, supporting them with their needs.

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

Children feel secure and safe. Staff interactions with children are consistently warm, friendly and welcoming. They use every interaction as an opportunity to enrich children's experiences at the setting. Every child is known as an individual. Leaders and staff have plans that support each child's specific needs, particularly those with special educational needs and/or disabilities. Leaders work with external agencies to secure specialised support for children that need it. They support children's need through targeted, highly effective

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Address:

St Pauls Church Hall Culliford Crescent Poole Dorset BH17 9ET

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Southern, Deborah Marie

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Address:

Register(s): EYR, CCR support. Children make progress from their starting points. This prepares them well for their next stages of future learning.

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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 children, parents, staff, the special educational needs coordinator and the manager 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. Operating hours: Monday,Tuesday,Thursday,Friday : 08:30 - 14:30

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About this inspection

Local authority: Bournemouth, Christchurch & Poole

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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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