Jack and Jill Pre-school
Shenfield Parish Hall, 60 Hutton Road, Shenfield, Essex, CM15 8LB
Inspection date 1 December 2015
Previous inspection date 12 October 2010
The quality and standards of the early years provision
This inspection: Good 2
Previous inspection: Good 2
Effectiveness of the leadership and management Good 2
Quality of teaching, learning and assessment Good 2
Personal development, behaviour and welfare Good 2
Outcomes for children Good 2
Summary of key findings for parents
This provision is good
Children are motivated to explore and learn. Staff adapt the indoor and outdoor
learning environments based on children's interests and their different levels of
development. Children make good progress and develop the skills they need for future
The key person system is very effective. Children develop confidence and self-esteem.
They build good relationships with staff and other children. Key persons know their
children well and are proud of their achievements.
Partnerships with parents are very strong. Staff frequently share their observations and
assessments of children's progress. Parents are effectively supported to extend their
children's ongoing learning and development at home.
The provider and manager both demonstrate a strong commitment to bringing about
change and driving improvement forward. They take into account the views of staff,
parents and children. Parents speak highly of the support they and their children
receive from the dedicated staff team.
Staff successfully carry out safety checks to keep the premises safe and secure. They
are effectively deployed to make sure children are closely supervised.
It is not yet outstanding because:
Staff have not fully established successful partnerships with providers of the other early
years settings that children attend to promote consistency in learning.
Occasionally, the arrangements for larger group activities are not successful in
maintaining children's interest.
What the setting needs to do to improve further
To further improve the quality of the early years provision the provider should:
build on the partnerships with other early years settings that children also attend to
promote greater continuity in children's learning and development between settings
enhance the organisation of some larger group activities so that children fully engage
in their learning at these times and develop their listening and concentration skills even
The inspector observed the quality of teaching during activities indoors and outdoors
and assessed the impact this has on children's learning.
The inspector carried out a joint observation with the registered provider
The inspector held discussions with the registered provider, manager, staff and children.
The inspector viewed a sample of the children's development records.
The inspector reviewed evidence of the suitability and qualifications of the staff, self-evaluation, risk assessment and policies and procedures.
The inspector took account of the views of parents spoken to on the day and from their
online responses to surveys organised by the pre-school.
Effectiveness of the leadership and management is good
Arrangements for safeguarding are effective. Safeguarding procedures are correctly
followed by staff who ensure that children are safe at all times. All required documents are
well maintained. Thorough recruitment procedures are followed for new staff. The
provider supports staff through continued professional development, supervision and staff
meetings, and regularly observes practice within the pre-school. Staff have opportunities
to extend their qualifications. They regularly complete online training or attend workshops
to enhance their personal effectiveness. Overall, partnerships with other professionals are
good. Staff are receptive to suggestions from the local authority advisers. They
successfully link with health and education specialists to support disabled children and
those with special educational needs.
Quality of teaching, learning and assessment is good
Overall, the quality of teaching is good. There are successful systems for monitoring and
tracking children's progress. Staff are fully aware of what they need to do to move
individual children on in their learning. The manager also effectively analyses the
development of groups of children. This helps to make sure that there are no gaps in
learning and no child gets left behind. All children, including those who speak English as
an additional language, confidently develop their communication and language skills. Staff
encourage children to work things out for themselves and highly value what children have
to say. Children are given good opportunities to develop their early literacy skills. They
listen to stories and enthusiastically join in with activities planned to support early writing.
Staff use every opportunity to help children become familiar with mathematical language
during daily activities. Children relish opportunities to use their imagination and develop
Personal development, behaviour and welfare are good
Children are happy, have fun and enjoy coming to pre-school. The staff sensitively nurture
children's confidence and sense of security. Staff gather plenty of information about
children right from the start. They work very closely with parents to tailor settling-in
arrangements that are specific to children's needs. Staff effectively support children's
growing understanding of how to keep themselves safe and healthy. Children eat healthy
snacks and learn to manage their lunchboxes independently. They take responsibility for
washing their own hands before eating and tidying the table after snack time. Staff are
good role models and have an efficient approach to behaviour management. They
encourage politeness and successfully help children to understand how their actions affect
those around them. Children demonstrate a real understanding of how to play
harmoniously by sharing and taking turns. They develop a strong sense of responsibility
and are caring towards each other.
Outcomes for children are good
Children of all abilities make good progress from their individual starting points. They learn
to communicate well, move confidently and develop the personal, social and emotional
skills needed for starting school.
Unique reference number EY410417
Local authority Essex
Inspection number 851089
Type of provision Sessional provision
Day care type Childcare - Non-Domestic
Registers Early Years Register
Age range of children 2 - 4
Total number of places 26
Number of children on roll 27
Name of provider Jacqueline Ann Brown
Date of previous inspection 12 October 2010
Telephone number 01277623653
Jack and Jill Pre-school was registered in 2010 and is run by an individual owner. The pre-
school employs seven members of childcare staff. Of these, one member of staff holds an
early years qualification at level 4, five staff hold a qualification at level 3 and one member
of staff holds a qualification at level 2. The pre-school opens from Tuesday to Friday
during school term times. Sessions are from 9am until 12 noon. A lunch club operates
between 12 noon and 2pm on Tuesday and from 12 noon to 1pm on Thursday. The pre-
school provides funded early education for two-, three- and four-year-old children. It
supports children who speak English as an additional language, disabled children and
those with special educational needs.
This inspection was carried out by Ofsted under sections 49 and 50 of the Childcare Act
2006 on the quality and standards of provision that is registered on the Early Years
Register. The registered person must ensure that this provision complies with the
statutory framework for children’s learning, development and care, known as the Early
Years Foundation Stage.
Any complaints about the inspection or the report should be made following the
procedures set out in the guidance ‘Complaints procedure: raising concerns and making
complaints about Ofsted’, which is available from Ofsted’s website:
www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a
copy of the guidance, please telephone 0300 123 4234, or email firstname.lastname@example.org.