Jigsaw Nursery School Hatch End

What is this page?

We are Locrating.com, a schools information website. This page is one of our school directory pages. This is not the website of Jigsaw Nursery School Hatch End.

What is Locrating?

Locrating is the UK's most popular and trusted school guide; it allows you to view inspection reports, admissions data, exam results, catchment areas, league tables, school reviews, neighbourhood information, carry out school comparisons and much more. Below is some useful summary information regarding Jigsaw Nursery School Hatch End.

To see all our data you need to click the blue button at the bottom of this page to view Jigsaw Nursery School Hatch End on our interactive map.

About Jigsaw Nursery School Hatch End


Name Jigsaw Nursery School Hatch End
Inspections
Ofsted Inspections
Address The Scout Hall, R/O 384 Uxbidge Road, Hatch End, PINNER, Middlesex, HA5 4PH
Phase Childcare on Non-Domestic Premises, Full day care
Gender Mixed
Local Authority Harrow
Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are highly confident and very motivated to learn. They are deeply curious and eager learners. Staff get to know children well and cater for their likes, dislikes and home care routines to ensure that they settle very happily and securely.

Children gain exceptional independence skills. For example, they prepare their own fruit snacks, wash up their bowls and are able to put on their coats by themselves. Children behave very well.

Staff manage their behaviour in highly effective ways, for example by sharing group rules with children and by using praise exceptionally well to support positive behaviour. Older chil...dren show their understanding of acceptable behaviour when they remind younger children of group rules. Children have robust, healthy routines.

They enjoy eating very well-balanced meals and snacks, and taking part in daily physical play. Staff help children to understand and manage their feelings effectively. For instance, they show children pictures of faces with different emotions and name them.

Staff then show children their faces in mirrors to identify their own emotions. Children have very good sharing skills and take turns well. Children have good safety awareness.

For example, they walk indoors and take part in road safety routines when on outings.

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

Staff offer children a good range of stimulating activities linked to different areas of learning and to their interests. They ensure that children are assessed regularly through observations.

Staff make good use of these observations to provide children with the right challenges. Children make good progress.Staff support children's early literacy skills well.

For instance, older children have good knowledge of letters and the sounds they make, and many can recognise their names. Staff sing songs and rhymes and read short, fun stories to younger children to support their language and literacy skills.Children practise a wide range of good physical skills in the well-organised outdoor area.

They climb, jump, run, balance on a variety of outdoor resources, such as climbing frames, tyres and crates. A specialist sports coach visits the nursery regularly to provide additional focus in this area.Staff provide extremely effective support for children with special educational needs and/or disabilities.

They meet with parents and health professionals to share information regularly and set targets in comprehensive plans for children. Staff keep a close eye on children's progress and work collaboratively with others to promote best outcomes for children.Staff work very successfully with parents.

They ensure that parents are kept well informed of their children's progress. Staff give parents good opportunities to support children's learning. For example, they provide home learning activities linked to different areas of learning.

Staff also provide workshops for parents, to promote best outcomes for children.The manager supports staff well. For example, she meets with staff regularly to discuss and manage their workload, and to identify any training or support needs.

For instance, staff have attended various courses, including a course on managing children's behaviour, which led to improvements in this area. The managers spend time observing staff and provide feedback to enhance skills and practice. They monitor children's progress closely to identify and support children who need extra help.

The staff work well together and support each other strongly to promote children's learning effectively.Staff teach children to respect themselves and each other. For example, staff help children to learn about a range of special cultural and religious festivals.

They provide a broad variety of toys and resources representing different cultures and races, such as dressing-up clothes, books and dolls. This helps children to learn about and to respect difference.Although staff provide children with some creative activities, they have not fully developed this area to include a wider range of textures and materials, to enable children work freely with their own ideas.

Safeguarding

The arrangements for safeguarding are effective.The manager and staff a have secure understanding of what they need to do if they have concerns regarding a child's welfare. They attend regular training to ensure that their skills and knowledge are kept up to date.

Staff perform daily checks in all parts of the nursery to help reduced the risk of accidents. The manager carries out comprehensive background checks on staff to ensure suitability for their roles.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: develop more ways for children to experience a wider range of textures and materials that they can use freely to develop their own ideas, supporting their creative development further.


  Compare to
nearby nurseries