Jack and Jill Pre-School

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About Jack and Jill Pre-School

Name Jack and Jill Pre-School
Ofsted Inspections
Address Village Hall, 116 Burley Road, Bransgore, Christchurch, Dorset, BH23 8AY
Phase Childcare on Non-Domestic Premises, Sessional day care
Gender Mixed
Local Authority Hampshire
Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children confidently and independently enter the pre-school and immediately follow the rules. They happily access a range of activities that follow their interests. For instance, children enjoy challenging themselves as they practise their skills riding a range of bicycles.

Children show determination as well as the ability to assess their own risks. Close by, children pretend to be traffic wardens and write down any dangers they see.Children enthusiastically join in with activities that have been skilfully planned by staff.

For example, they are learning about spring and life cycles. Children are learning what comes f...rom an egg. They use their fine motor skills, such as cutting zigzags with control using scissors to create a hatching egg.

Staff adapt activities to meet the children's stage of development. This allows children to achieve the task while learning new skills.Children understand good hygiene, they independently access tissues and 'catch their coughs'.

Children wash their hands throughout the day without being instructed. Children have good personal development, and the staff have high expectations of them.

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

The manager ensures that the curriculum is ambitious and focuses on equality and diversity.

For example, children are learning about the different types of houses, such as huts and pyramids. They use bricks to replicate these in their play. This helps them to learn about how people in different places live.

Staff provide a range of opportunities for children to learn about mathematics. For instance, staff encourage children to count out their plates and snack food. During imaginary play, staff use mathematical language, such as 'halves' and 'quarters', while sharing food cut into these portions with the children.

This is extending children's mathematical knowledge.Children are preparing for the next stage of their development well. For example, staff support older children to learn to complete activities in groups, such as parachute games, while younger children benefit from close attention to support their language skills.

For example, staff read stories and sing nursery rhymes with them. This is helping all children to progress in their learning and development.The staff encourage children to be curious learners.

Children access the vast range of activities that are available and enjoy learning new things. For example, children use magnets to see which materials repel and attract. Staff question the children and explain about the properties of the different types of materials.

Children take these skills to experiment further.Children's behaviour is good. They follow instructions and understand the rules, such as stopping to listen when the bell is rung.

When asked to tidy up, they do this straight away. Children engage well in activities of their choosing. They are resilient and continue to persevere even when things get tricky, such as when they are finding their names to label their work or having a go at writing their name.

The staff are proud of the children. They know where the children are in their learning and what they are working on. They have formed good relationships with their families.

For example, they hold regular parents' meetings and use online journals to show children's success.Staff feel supported by the management team. For example, managers are currently mentoring newly qualified staff, and staff are updated about training opportunities.

However, the committee is not fully effective at promoting the professional development of managers to equip them with the skills and knowledge they need to further drive improvement.Staff support children with special educational needs and/or disabilities well. They use a range of resources and techniques to provide the best for the children.

For example, using Makaton to support speech and language development. This ensures that the children's needs are always met.


The arrangements for safeguarding are effective.

Staff deploy themselves well to ensure all the children are safe. Staff communicate well between each other. For example, letting each other know if they are changing a child.

Staff follow an agreed procedure for dealing with emergency situations, such as if a child were to have an accident or when making a disclosure. Staff have extensive knowledge in safeguarding matters. They can identify when children are at risk of harm and report this correctly.

Staff have regular safeguarding meetings and undergo training. All staff are first-aid trained so they can deal with any minor injuries swiftly.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: strengthen professional development for all staff, particularly managers, to help drive further improvements in the pre-school.

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