Jack and Jill’s Pre-School

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is inadequate

There have been changes to the nominated person and committee members at the pre-school. Ofsted has not been provided with all the required information in a timely way to ensure the necessary suitability checks can be completed.

This means that the person now responsible for checking the suitability of staff working with children has not been deemed suitable to do so. This impacts on children's safety and welfare. That said, staff who work directly with children have had suitable Disclosure and Barring Service (DBS) checks completed for them.

The manager and staff have developed strong relationships with all chil...dren who attend and show genuine care and affection for them. They know children well and plan activities for them based on their interests. For example, staff know some children have an interest in horses, and they incorporate horses into a painting activity, and children are encouraged to join in.

Children are keen to take part in the activities on offer and show pleasure when staff join in with their play.Staff provide opportunities for children to develop their fine motor skills. They offer interesting activities for children to develop these skills.

Children place different-sized pom-poms onto pegs. They are keen to have a go at this task, and many children complete the task with ease. They show a sense of achievement when they successfully balance pom-poms onto pegs.

What does the early years setting do well and what does it need to do better?

The previous nominated person has not followed the correct procedures to ensure that suitability checks have been completed before handing over the responsibility to the new person who has taken on this role. Ofsted does not have the required information to ensure that the suitability checks for the new nominated person and committee members can be carried out. This includes completing a DBS check.

This compromises children's safety and welfare.The manager has a clear curriculum for the children to follow. There is a strong emphasis on children being independent and confident.

The environment is planned to enable children to make choices about what they want to play with and use their imaginations to develop their own play. There are times, however, when opportunities to extend children's learning further are not fully utilised by staff. For example, when children complete an activity, staff do not offer ways for them to carry on practising their skills and, instead, children move on to do something else.

This means that children are not always supported to make the best possible progress.Children develop their independence. They serve themselves at mealtimes and learn to put their own shoes and coats on.

Staff understand the skills children need to learn to become confident in being self-sufficient. This means that children are well prepared for the next stage in their learning.Staff know children well.

They get to know what interests them and find out about what they like to do outside of pre-school. They use their observations to identify what children can do and what they need to learn next. Staff plan their activities based on what they know about children, which helps to motivate children to learn.

Children behave well. They are happy for others to join in with their play and are reminded about what is expected of them. They are taught to use their manners when they ask for something, which they do during mealtimes.

Staff talk to them about their own feelings and the feelings of others. This helps children to develop empathy.Parents are generally happy with the care their children receive.

They comment that their children are happy to attend and that staff are friendly. However, they say that when children first start, they are not always asked to share information about what children can already do. Additionally, some parents comment that although they receive daily feedback about their child's day, they do not receive consistent information about what their children are learning.

This does not fully promote partnerships with parents.Children with special educational needs and/or disabilities (SEND) are well supported. Staff identify where there are gaps in children's development and act swiftly to create suitable plans to support their learning.

They work closely with parents and external professionals to ensure they are providing the right support for children with SEND. This helps to close gaps in children's learning.

Safeguarding

The arrangements for safeguarding are not effective.

There is not an open and positive culture around safeguarding that puts children's interests first.

What does the setting need to do to improve?

To meet the requirements of the early years foundation stage, the provider must: Due date ensure Ofsted is provided with the necessary information about the nominated person and committee members to enable their suitability to be verified.31/01/2024 To further improve the quality of the early years provision, the provider should: nimprove the quality of teaching so that children are supported to extend their learning even further nimprove ways in which information is gathered from, and shared with, parents regarding children's development, to enhance partnership working.

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