Jiggy Childcare

What is it like to attend this early years setting?

Children form warm and secure attachments with the kind and nurturing staff. Well-planned settling-in procedures allow staff to build positive relationships with children and their families. This helps children separate confidently from parents and carers on arrival. Staff demonstrate a strong understanding of their key children. They tailor support and build on children's learning and development from the very first day.

Leaders create an ambitious and well-structured curriculum. All children make good progress from their individual starting points. Staff create a stimulating and engaging learning environment, both indoors and outdoors, designed to capture and sustain children's interests. For example, they promote older children's understanding of healthy living by setting up an obstacle course in the garden. Children confidently and safely navigate the course, demonstrating physical skills and perseverance. Staff offer consistent praise and encouragement. Children take great pride and joy in their achievements.

Staff have high expectations and role model good behaviours. Children demonstrate good behaviour and listen well to adults. Staff use praise effectively to reinforce positive actions, such as when children independently wash their hands before snack. This supports children in remembering and repeating the positive choices encouraged by adults. Children also demonstrate kindness and consideration towards their friends.

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

• The provider creates a warm, welcoming environment for all children and their families. The setting has developed into a community hub offering valuable support to families throughout their time there. For example, staff arrange for guests, such as health visitors, to attend regular drop-in sessions. This provides parents with access to advice and guidance and helps strengthen the link between home and setting.
• Communication and language development are supported well. Staff have recently completed training focused on developing children's communication skills. Storytelling and singing are regular features of daily practice. Staff promote alternative forms of communication, such as using basic sign language to further support and enrich children's language development further. This helps to build on children's vocabulary and confidence.
• Leaders demonstrate a strong commitment to continually support children's development. They reflect thoughtfully on practice and implement well-considered changes. For example, recent improvements to the role-play environment have effectively encouraged children to communicate more during play. However, the same level of precise evaluation is not consistently applied when monitoring staff practice. Staff are not always fully aware of their areas for development or how to improve. Therefore, they are not always able to identify opportunities to extend children's learning effectively.
• Staff support children in managing their personal hygiene routines well. Children understand the importance of washing their hands before meals and confidently self-serve fresh fruit at snack time. Although children are developing independence, practice during mealtimes is inconsistent. Some staff pour drinks and serve food for older children, while others encourage independence by offering praise and support as children serve themselves. This inconsistency limits opportunities for all children to consistently build confidence and do things for themselves.
• Staff ensure children are well prepared for their learning and development. Flexible and thoughtful transition arrangements support children to settle in smoothly and meet their individual needs. Strong partnerships with local schools help to ensure robust procedures are in place for children's transition to school. All children are well supported and confidently prepared for the next stage in their learning.
• Children learn about the community they live in. Staff take children on visits within the local area, where they meet with residents. This helps them to build positive relationships and develop an understanding of the world around them. Visits from local police officers and firefighters further support children's learning about people who help us and the important roles they play in the community.
• Parents speak highly about the setting. They describe the setting as 'inclusive, caring and supportive'. Children make good progress and are very happy, having built strong bonds with the caring staff. Staff regularly update parents about their children's development. This helps parents to support children's learning at home.

What the setting must and should do next

The provider should:

• strengthen leadership to support staff to ensure that teaching is having the best possible impact on children's development
• enhance opportunities for children to develop their independence further and do things for themselves.