Jack and Jill Pre-School Ltd

What is it like to attend this early years setting?

Leaders construct an ambitious and well-designed curriculum to help children meet their developmental milestones. They ensure children become independent, inquisitive and happy learners. For example, children learn to be 'go-for-it gorillas'. In general, staff use constructive language and praise to reinforce the positive attitudes children need to learn and develop well. Staff use carefully designed routines and their curriculum knowledge to build upon what children already know and can do, helping them to make progress. For example, all children use the food hall at mealtimes. Children start by learning to self-feed and drink from an open cup. As children develop, they learn to cut their own fruit and pour their own drinks carefully.

Staff build respectful relationships with children. During care routines, staff seek consent from children before changing their nappies. They talk to the children through the process, helping them to understand what will happen next. This supports children to feel safe and build secure bonds with staff. As children make progress, staff encourage children to use the toilet and manage their own hygiene routines. This helps children's readiness for their next stage.

Children regularly visit the local care home where they participate in activities alongside the local residents. Both children and residents build relationships with each other and children benefit from understanding the people who live in their community. Children learn about physical impairments and understand the similarities and differences that exist between themselves and others.

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

• Leaders prioritise staffs' professional development. This helps staff to engage in meaningful learning that impacts their practice. Staff use what they have learned to deliver 'action research projects'. For example, to strengthen parent partnership, staff in the baby room make books with pictures of staff, children and families enjoying different experiences such as holidays and family gatherings. Parents engage well and contribute to sharing children's experiences from home. Children joyfully explore the books, engaging in meaningful communication and developing their sense of self with every interaction.
• Children learn about equality, diversity, and inclusion through books, planned activities and experiences. Staff share their own experiences related to their faiths and beliefs. For example, during Ramadan, staff bring their collection of Hijab's for children to explore. Children learn about Ramadan and listen to stories about Eid. Parents share photos, activities and foods with the setting from celebrations and festivals that are special to their family. Children develop an understanding and appreciation of diversity, celebrating what they have in common with others and supporting their understanding of life in modern Britain.
• Children explore books, learn new rhymes and songs as part of their everyday experience. Babies point with interest at pages that capture their imagination and use gestures to secure staff attention. Staff across the setting read books aloud, emphasising new vocabulary and pausing for children to share what might happen next. Children learn to respond with comprehension and increasingly predict the beginning, middle and end of stories they hear.
• Staff help children to keep their bodies healthy through physical activity. Children engage in activities that build their muscle strength, control and coordination in both large and small movements. For example, staff help children to jump, run and climb on equipment and in the garden. Children kick and throw balls of different sizes, in a variety of ways.
• Leaders have a strong vision to support children's behaviour and attitudes. They ensure children have visuals in all rooms for staff to help children to learn regulation strategies they need to make positive behaviour choices. The baby room uses this effectively and staff support behaviour well. However, in other rooms, staff do not consistently use these techniques to help children to learn how to manage their feelings and behaviour. As a result, some children become disengaged and do not resolve conflicts in an appropriate manner.
• Children actively develop their imagination through exploration in a variety of ways. For example, staff and children model playing with dough together. Through this time, they share ideas, exchange information about what they know and describe what they would like to make next. Children feel proud of their sculptures showing them off to the staff and children around them. Staff use engaging songs to teach children the different sculpting techniques they want children to use. This helps them to develop new skills to support their creativity.

What the setting must and should do next

The provider should:

• help staff to use consistent approaches to support children's behaviour, helping them to problem-solve and begin to recognise the impact of their actions on others.