Jelly Beans Montessori Open Air Pre-School At Hockley Primary School

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children separate from their parents at the pre-school door with an eagerness to start the day. Staff greet them with a friendly and cheery smile and welcome them into the home-from-home setting. Children show high levels of independence and care for their own play environment.

For instance, they wash their own hands, cut and serve themselves snacks and pour their own drinks. When they notice they have spilt water, they use paper towels to clear up any puddles. Staff take care to ensure that children are praised for helping.

Children feel safe and secure in the care of the friendly staff, frequently snuggling up for cu...ddles when needed. Older children seek staff out to show their accomplishments and share their ideas. As they build a maze with bricks, they count each block and estimate how many more they will need to reach the end.

They confidently use mathematical language, such as 'longer' and 'shorter'. Children use their imagination and creativity to make a den. They talk freely to each other about the bacon or sausage sandwiches on offer, and prepare them for their friends in the play kitchen.

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

Staff create a sequenced curriculum that incorporates children's evolving interests. They know the children they care for well. Staff use their knowledge of child development to offer a wide range of interesting learning opportunities that help children to make good progress.

Partnerships with parents are strong. Staff provide a wealth of opportunities for parents to be involved in their children's learning. Parents appreciate how staff take each child as an individual and support them to be prepared for when they move on to school.

Staff share regular updates about children's achievements through formal meetings and informal verbal exchanges of information.Children show an understanding of the clear boundaries in place to respect each other. They speak confidently about the 'Jelly Bean's rules' and refer to them regularly.

Older children are sensitive to the needs of younger children, helping to carry their bags at home time or checking on them if they are upset. Staff calmly manage children's minor disagreements. They know when it is appropriate to allow older children time to work out differences themselves.

This means that children are beginning to regulate their own behaviour.Children are taught about the world around them. They closely observe a range of wildlife in the garden, knowing to keep quiet so as not to scare the animals away.

They discuss the weight of long lengths of wood and how it gets lighter as it dries. Children are interested in a world map, discussing where their friends have been or are going. They share in celebrations and games from different cultures.

The manager and staff swiftly identify children who need additional support and those with special educational needs and/or disabilities through their regular assessments. They work in partnership with parents and other professionals to ensure a suitable curriculum is put in place.Children have ample opportunities for fresh air and exercise.

They enjoy long periods of time outside, which support their physical skills and health. They confidently ride tricycles, skip and assess risks as they balance on ropes and jump off tree stumps. Children gather props from around the garden to retell stories.

For example, several children clamber on a broom as they retell parts of the story about a broom, which they are obviously familiar with.Leaders supports staff to build on their knowledge and skills. Regular supervision meetings help to identify and build on staff practice.

However, leaders do not always ensure that the higher level of teaching is consistent. For example, when a group of children are engaged in mixing water and flour to make dough, staff do not build on children's language and introduce them to even more complex vocabulary.

Safeguarding

The arrangements for safeguarding are effective.

The manager and staff understand their responsibilities to keep children safe. All staff have completed safeguarding training, ensuring children's safety and protection are a priority. Staff understand and recognise signs and symptoms that may indicate a child is at risk of neglect or abuse.

Secure reporting procedures are in place for leaders and staff to share their concerns with the appropriate professionals. Staff talk to children about how to keep safe. They discuss the importance of wearing sun cream and sun hats to keep themselves safe when playing outdoors.

A clear procedure for safe recruitment is in place, including checking the suitability of new staff and the ongoing suitability of existing staff. The deployment of staff is well organised so that children remain safe.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: support staff to provide higher levels of teaching and interactions to further extend children's learning experiences.

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