Jellies Pre-School, Out Of School & Holiday Club

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About Jellies Pre-School, Out Of School & Holiday Club


Name Jellies Pre-School, Out Of School & Holiday Club
Inspections
Ofsted Inspections
Address Linthwaite Methodist Church, Stones Lane, Linthwaite, HUDDERSFIELD, HD7 5PD
Phase Childcare on Non-Domestic Premises, Full day care
Gender Mixed
Local Authority Kirklees
Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are happy and healthy.

They thrive on the warm greetings which they receive from staff, who they have strong emotional attachments to. This helps children to feel safe and secure. Children are very settled.

They follow routines well and confidently make choices that help them to develop independence. Children are sociable and demonstrate excellent behaviour. They enjoy playing together imaginatively.

Children weigh and buy real fruit and vegetables in the highly engaging greengrocer's role-play area. Children learn how such food items contribute to living a healthy lifestyle.Children progress well in ...their learning, overall.

Children aged over three years take part in a wealth of challenging and motivating activities, outings and first-hand experiences. Consequently, children gain a broad range of knowledge and skills for their future learning. Children concentrate intently as they explore and test out their ideas during activities.

For example, they fill, pour and measure water using different utensils. Children delight in exploring real musical instruments.Children show awe and wonder as they embark on an enthralling bug hunt with their clipboards and checklists.

They use magnifying glasses to examine creatures up close. Children learn astounding facts from skilful staff, such as how the spider's web is made of silk and how the spider catches it's prey. They learn new words, such as 'arachnids'.

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

Staff deepen children's knowledge and recall in a variety of inspiring ways. For example, they capture activities and real-life experiences, such as a trip to the greengrocers, post office or garden centre, in photo booklets and role-play activities. Staff plan exciting activities around a breadth of topics and children's favourite stories.

Staff monitor children's progress and identify any emerging concerns in their development. They make referrals to other professionals. However, when children are awaiting appointments or follow-up support plans, staff do not consistently put early intervention strategies in place to help children to catch up more rapidly.

Staff's qualifications and continued professional development have a particularly positive impact on children aged over three years. For example, staff help children to explore challenging concepts, such as 'floating' and 'sinking'. They demonstrate how items can be weighed using traditional or electronic scales.

Staff provide excellent activities for children who attend the out-of-school provision, to complement their experiences.Staff do not fully adapt their curriculum and teaching, to precisely target two- year-old children's individual learning needs. They do not always recognise when children require more adult support to engage, or maximise opportunities to develop their language skills.

Staff instil essential early social skills through their own excellent role modelling. They celebrate children's achievements, for example, through the use of a 'wow' board. This helps to foster children's self-esteem and confidence.

Children use sand and digital timers to take turns and share resources. This also helps children to learn that time can be measured in different forms.Children have extensive opportunities to learn about difference.

For example, they visit Chinese and Asian supermarkets. Staff help children to make links with settings in other countries, such as New Zealand. They reflect many positive images of diversity, such as through an 'inspirational people' display.

Staff provide ample opportunities for children to develop their early literacy skills. For example, children buy books, enjoy listening to stories and find their names on arrival. They have great fun using water and paintbrushes to make marks outdoors.

Children learn many mathematical concepts. For example, they take platform number prompts to the train station and buy their own tickets. Staff enthusiastically sing number songs as they make currant buns with dough.

Children also use pipettes, to extract a measured volume of water.Children demonstrate good physical skills. For example, they independently serve their own fruit, use tools, such as tweezers, and negotiate an obstacle course.

Staff gain important information from parents to help children to settle in. Thereafter, staff provide regular progress updates verbally, electronically and through progress reports. They inform parents of monthly topics, so that parents can share what children may already know or have experienced, and complement children's learning at home.

Staff support children's transition to school exceptionally well. For example, they provide book bags, share school photo booklets and work closely with teachers.

Safeguarding

The arrangements for safeguarding are effective.

Staff undertake rigorous risk assessments to promote children's good health, safety and welfare. They closely monitor access, for instance by using a video door-entry system. Once inside the main entrance, there are further security measures for gaining access to the first floor playrooms.

Staff use walkie-talkies to communicate when children move between the indoors and outdoors. Staff have a good knowledge of the possible signs of abuse and understand how to report their concerns. This helps to protect children from harm.

Staff help children to learn about dangers and keeping themselves safe. For example, they remind children to wear a safety helmet when riding a bike and arrange visits from the road safety team.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: work in greater partnership with parents and other professionals and strengthen early intervention strategies, to help children to catch up in their development more rapidly focus teaching and the curriculum more precisely on younger children's individual learning needs, to fully engage them and help them to make the best possible progress.


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