Jubilee Friends Pre-School

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children settle quickly into the pre-school. They form close attachments with staff who are kind and nurturing. This helps them to feel safe and content.

Staff help children learn how to understand their emotions and they grow in confidence.Children play together happily. They learn to share and take turns.

Staff help children to understand the reasons for rules and boundaries and this promotes positive behaviour. Children learn to accept responsibility. For example, they take turns to be a staff helper.

Children sit on a special chair for group sessions, which gives them a sense of responsibility and boosts t...heir self-esteem.Children become confident communicators. Staff converse with children at their level and teach them to use simple sign language.

They use picture cards to show children the sequence of routines. This helps very young children and those with special educational needs and/or disabilities (SEND) to understand instructions and participate in activities.Staff provide many opportunities for children to develop their physical agility.

They organise games, such as egg-and-spoon races, for older children who enjoy being competitive. Younger children learn how to keep themselves safe while they wait for their turn on a swing.

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

Staff plan a good range of attractive activities that they adapt to meet children's individual learning needs.

They learn about children's strengths and areas for development through sensitive discussions with parents. Staff observe children closely and continue to assess their progress to identify any delays in their learning.Staff work closely in partnership with parents and other professionals involved in children's care.

This ensures consistency of practice that supports children to develop their skills and achieve to the best of their ability.Children enjoy story sessions that are interactive. Children who are settling and timid are suddenly enthused as they see their peers enjoying the expressive techniques of the story teller.

They pretend they are wading through long grass or trudging through snow. Staff ask them about their experiences of snow and explain how footprints are made, to extend their learning further.Staff provide an inclusive environment.

They are experienced in meeting the needs of children from a variety of cultural and family backgrounds. Staff support older children to develop skills for the future as they visit the local school and use computers. However, younger children do not experience a full range of technology to help them to learn more about the world.

Staff teach children about foods that are best for their health. Children become more independent as they spread butter on brown bread and they learn how to peel oranges and bananas. Staff involve children in routines, and play rousing music to encourage them to tidy away their toys.

Children explore the natural environment surrounding the pre-school. They collect frogspawn in the springtime and watch it grow into frogs before releasing them back into the wild. Children plant vegetables, such as potatoes in containers.

They take exercise in the local park and play team games on the green. However, children do not yet have access to a full range of outdoor learning to meet the needs of those who learn best outside.Staff are dedicated to meeting the needs of all the children in the pre-school.

They work well as a team and regularly meet together to discuss children's progress. The manager and her deputy carry out frequent observations of staff practice. This helps them to ensure that the quality of teaching is consistent.

Staff are happy in their roles and have many opportunities to pursue their continuous professional development. The manager cares for the well-being of her staff and conducts regular supervision meetings to discuss their workload and training needs. The manager and staff continually reflect on the effectiveness of the provision.

They take the views of parents, children and other professionals into account when planning for future improvements.

Safeguarding

The arrangements for safeguarding are effective.The manager has good recruitment and induction procedures for new staff.

She checks the suitability of all staff and ensures they receive regular training in safeguarding matters. Staff are confident to describe the signs and symptoms that could indicate that a child is at risk of harm. They have a good knowledge of local safeguarding procedures and know where to report any concerns.

Staff carry out rigorous risk assessments of the premises and outdoor areas to protect children from hazards. They are vigilant when supervising children on outings and teach them how to keep themselves safe.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nimplement plans to improve outdoor facilities for children and broaden the range of learning opportunities, particularly for those who learn best outside nextend opportunities for all children to learn about and experience information and communication technology to enhance their understanding of the world.