Jollies House

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children and parents are warmly greeted by staff when they arrive at the setting.

As a result, children settle into their chosen activities quickly. Staff know the children well. They use information that children share about their home lives to plan interesting and enjoyable activities within the setting.

For example, many children spoke about a winter festival they had visited with their parents. Staff extended on this by creating a 'winter wonderland' themed funfair activity for children to play with.Staff support children to develop good communication and language skills by extending knowledge and vocabulary.
<...br/>For example, children engaged in conversations during snack time, about the seeds in apples and what they would grow into if planted. Children demonstrate positive attitudes towards learning as they engage in activities and routine tasks. For example, younger children show determination and perseverance as they serve their own pasta at lunchtime.

Children behave well and are kind and caring towards each other. For example, when playing outside, they patiently wait their turn on the climbing frame to keep themselves and each other safe. Children benefit from ample opportunities to develop their physical skills in the outdoor area.

Children practice balancing on beams, navigate the garden on balance bicycles, and create self-made assault courses. However, there are less opportunities for children to develop skills across all areas of learning while they play outdoors.

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

Staff read to children in a way that engages them.

Value is given to books and the importance of sharing stories. For example, staff create a cosy environment to read books with children. This supports children in hearing a broad range of vocabulary.

Leaders and staff have clear ambitions for all children. Children with special educational needs and/or disabilities are identified quickly to ensure their development is supported. The manager proactively engages with other professionals to ensure targeted support is provided to those children.

Staff support children to embed long-term learning. For example, staff build on children's knowledge of letters and sounds to help them learn the letters and sounds of their names. However, at times, staff do not recognise when children need more challenge to extend and develop deeper levels of learning.

Relationships between staff and parents are strong. Parents report how happy they are with the care and education provided to their children. Staff regularly share information with parents about their child's development.

For example, staff provide ideas to help them move their child along in learning at home.Children behave well within the setting. Staff sensitively support children to resolve occasional disputes which occur, by encouraging children to work through their problems and think of resolutions themselves.

As a result, all children are starting to learn about the importance of sharing and the impact their behaviour has on others. However, staff need to be more consistent with clear messages around boundaries.Staff recognise the importance of helping children to learn about what makes them unique.

They provide activities to help children learn about their friends' different cultural celebrations. During Diwali celebrations, children came in to the setting dressed in their traditional cultural clothing to show to others. This provides children with a sense of pride and belonging.

The manager has high ambitions for the quality of care and learning she wants to provide. She evaluates the quality of the provision and has clear plans in place as to enhancements she can make. She has clear plans to improve the provision of outdoor play, so that children can experience greater opportunities to develop across all areas of learning.

Staff have high expectations for all children. They monitor their development closely and make sure intentions for learning help them make progress where it is needed most. This ensures that children are making good progress in their learning.

The manager places a high importance on staff well-being. Staff feel well supported with their workloads, and receive good opportunities to further their professional development. Staff are attending yoga training to provide sessions for children.

This was based on positive parent and child feedback in respect of online yoga sessions provided by staff for those children who could not attend during the pandemic.Staff positively support children's independence skills and help children learn how to take safe risks. During snack time, children choose and chop their own fruit.

Staff verbally guide children about how to use child safety knives and supervise them closely.

Safeguarding

The arrangements for safeguarding are effective.The manager works hard to create a strong culture of safeguarding within the setting.

Staff undertake regular training to ensure that they have a clear and up-to-date knowledge of safeguarding matters. They have a good understanding of the signs which could indicate a child is at risk of harm. They are also clear about the procedures they must follow if they have concerns that a child is at risk of harm.

The setting is safe and secure. There are effective systems in place to check and supervise any visitors to the setting.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: strengthen further the systems in place for promoting positive behaviour, by ensuring all staff are consistent in helping children to learn boundaries and expectations nenhance the curriculum for the provision of outdoor play so it provides children with a broader range of opportunities across all areas of learning strengthen the delivery of the curriculum so staff fully consider the activities they provide, to create greater focus and challenge in children's learning.