|Name||Jack and Jill Pre-School Nursery Ltd|
|Ofsted Inspection Rating||Good|
|Address||Dordon Community Primary School, Roman Way, Dordon, Tamworth, Staffordshire, B78 1PJ|
|Type||Childcare on Non-Domestic Premises, Full day care|
|Catchment Area Indicator Available||No|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (25 February 2020)
There may have been more recent inspections such as monitoring visits or short inspections. For details of all inspections, please view this provider on our map here.
What is it like to attend this early years setting?
The provision is good
Children settle quickly on arrival at this warm and welcoming nursery. They are eager to talk to their friends and staff before making choices in their play. Children benefit from a stimulating environment which provides a wide range of resources and activities to choose from. Strong bonds are established between the friendly and nurturing staff, children and parents. Information is gathered and shared between staff and parents during settling-in sessions and continues throughout children’s attendance at the nursery. Young children enjoy learning to use tools to spread glue. They stick on their own choice of coloured paper, sequins and other materials to create their collage picture. Children’s behaviour is good. They play together with the doll’s house, learning to take turns and share. Staff play alongside the children, extending their vocabulary. Children learn the concept of size as staff reinforce their understanding of ’big’ and ’little’ while they play with the dolls. Staff make the most of every opportunity to develop children’s ability to count. For example, as children finish washing their hands for snack, staff support them to count how many children are in the line. Older children enjoy playing in the sand tray, using different-sized scoops and spades to fill and empty containers. Staff support the children’s developing number recognition as children search for shells in the sand with numbers on them.
What does the early years setting do well and what does it need to do better?
Staff are experienced and knowledgeable about how young children learn. They regularly engage in training to support their professional development and are supported in developing their teaching skills.Staff benefit from regular supervisions. However, documents completed by staff to observe and assess children’s progress are not used consistently. Managers have systems in place to help reduce staff workload. Despite this, some assessments staff complete to monitor children’s progress are excessive and do not support staff to clearly target what children need to learn next.Parents are highly complimentary about the nursery. They feel very informed about their children’s progress through daily discussions, progress reports and regular meetings with their children’s key person. Parents describe the staff as being ’caring’ and ’very supportive’. Staff take time to get to know the children and their family backgrounds well in order to support their individual needs.Children develop their independence as they pour their own drinks at snack time and put on their own coats to go outside to play. They learn about healthy lifestyles and can explain why they need to wash their hands before a cooking activity. Children learn where food comes from and they can grow their own fruit outside. Parents are given information about providing healthy packed lunches. As a result, children are developing a positive attitude to leading a healthy lifestyle.There are effective partnerships in place with a range of other professionals. Staff use the advice provided to target support for children with special educational needs and/or disabilities. Links with the on-site school and other local schools are good and help to make smooth transitions for the children.Children of all ages listen carefully to stories and join in at appropriate times. They demonstrate their understanding and develop their confidence to speak in a small group as they contribute to discussions. Children are learning key skills in preparation for their next stage in learning.Children have access to a broad range of activities, inside and outdoors. For example, staff support children as they play with construction materials, complete jigsaws, paint and make marks on pre-printed worksheets. However, there is scope to provide more opportunities for children to freely develop their own ideas and learn to solve problems.Children learn about the wider community during trips to local shops and parks. They have experience of visiting a local care home and joining in activities with the elderly residents. There are regular visitors to the nursery, such as a vicar and teachers from the school who come in and read stories to the children.
The arrangements for safeguarding are effective.The managers and staff have a clear understanding of how to safeguard children. They can identify the potential signs of abuse, neglect and radicalisation. Staff are knowledgeable about the nursery’s safeguarding policies and know the procedure to follow if they have any concerns about a child being at risk of harm. They keep clear records of any concerns and are aware of the importance of escalating these in a timely manner. The managers and staff receive training to keep their knowledge and skills up to date. Procedures for recruitment are robust. There are regular checks to help ensure the premises are safe and suitable for children.
What does the setting need to do to improve?
To further improve the quality of the early years provision, the provider should: strengthen staff supervisions and the monitoring of children’s progress to help ensure that assessments are purposeful and used more effectively to plan and deliver activities that build on children’s next steps in learning provide children with greater play-based opportunities to support their creativity and challenge their thinking.