Jellies Preschool, Out Of School & Holiday Club

Jellies Preschool, Out Of School & Holiday Club
Unique reference number (URN): 2857042
Address: Linthwaite Methodist Church, Stones Lane, Linthwaite, Huddersfield, HD7 5PD
Type: Childcare on non-domestic premises
Registered with Ofsted: 15/08/2025
Registers: EYR, CCR, VCR
Registered person: Jellies Out Of School And Holiday Club Limited
Inspection report: 27 August 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement
Safeguarding standards met
The safeguarding standards are met. This means that leaders and/or those responsible for
governance and oversight fulfil their specific responsibilities and have established an open
culture in which safeguarding is everyone's responsibility and concerns are actively
identified, acted upon and managed. As a result, children are made safer and feel safe.
How we evaluate safeguarding
When we inspect settings for safeguarding, they can have the following outcomes:
Met: The setting has an open and positive culture of safeguarding.
Not met: The setting has not created an open and positive culture of safeguarding. Not all
legal requirements are met.

Expected standard
Achievement Expected standard
Children demonstrate confident and competent language skills and have high levels of
understanding for their age. Children sing a range of familiar songs and rhymes and
demonstrate that they know some familiar stories. They recite key phrases from books, and
handle books carefully. Children use puppets and express their voices in different ways as
they make-believe. Toddlers join in with the rhythm of songs and bob up and down in time
with the music.
Children hold pencils using an effective grip to make marks of their choosing. They make
recognisable representations of people, with arms and legs. Children use one-handed tools
very well and make good attempts to cut with scissors.
All children, including disadvantaged children, vulnerable children and those with special
educational needs and/or disabilities, gain the essential skills they need for their age and
stage of development.
Behaviour, attitudes and establishing routines Expected standard
Children behave well because leaders train staff in behaviour management and ensure staff
use approaches that are effective for young children. Staff model correct behaviours to
children and point out when children are doing the right thing. This encourages other
children to copy positive behaviours, and helps them to understand expectations.
When children have difficulties sharing, staff immediately step in and suggest taking turns.
They provide children with phrases they can use to request a turn, and explain not to snatch
toys and equipment. This really helps children to learn essential social and behavioural
skills. As older children play together, they negotiate with each other. They cooperate well
and play happily with each other.
Children demonstrate that they are developing the skills they need to learn effectively. They
concentrate and pay attention. They generally listen well and follow instructions given by
staff. Most children help to tidy up when asked. If children become distracted, staff re-focus
their attention to help them concentrate on learning. The routines in place help children to
know what is happening next. This is especially helpful for disadvantaged and vulnerable
children who gain a sense of security from predictable routines.
Leaders check attendance daily and contact families if children do not attend. They use
professional curiosity to ensure that they know where children are. They demonstrate a
thorough understanding of potential safeguarding concerns linked to poor attendance. If
leaders cannot identify where children are, they escalate their concerns and help to organise
welfare checks.

Children's welfare and wellbeing Expected standard
Leaders have developed an ethos of nurture that focuses on children's wellbeing and
happiness. This is the primary aim of the nursery, and it is achieved through the warm and
caring relationships that staff build with children throughout the nursery. Children develop
independence and self-care skills as they wash their hands, go to the toilet, select
equipment and put on their own coats. Staff provide help when children need it, and children
make requests politely. Staff adapt nappy-changing procedures for vulnerable children so
that they feel comfortable and safe.
Staff are alert to children with allergies, and leaders have implemented a colour-coded
system to help staff instantly identify children with allergies. All staff receive induction
training that includes training on allergy awareness. Children with adrenaline auto-injectors
have specific healthcare plans in place.
Leaders have not yet developed effective methods to communicate with parents about
healthy lifestyles. For example, although leaders provide guidance for parents on safer
eating and the preparation of foods, sometimes unsuitable food is still sent in, such as whole
grapes. Leaders could also do more to liaise with parents to support other aspects of
children's long-term healthy lifestyles, such as around oral health and screen time.
Curriculum and teaching Expected standard
Staff work alongside children at their chosen activities to support ongoing development and
learning. They praise children's work frequently and give children feedback. This helps
children to make refinements to their work. Leaders have implemented a curriculum that
progressively builds children's skills. Staff plan activities based on children's interests. They
identify gaps in children's learning and plan experiences that close these learning gaps.
Staff frequently engage children in back-and-forth conversations, exposing children to a
wide range of words. Staff narrate what children are doing, and this supports language
development as children listen to new words and descriptions. The high quality of staff's
interactions with children means that communication and language are consistently
developed to a high standard. This is a real strength of the staff team and ensures that all
children, including disadvantaged children, vulnerable children and children with special
educational needs and/or disabilities, make rapid progress. However, although staff interact
very well with children, they do not always take opportunities to exploit mathematical
learning as well as they could. For example, staff use words such as 'big' and 'smallest' as
children build, but they do not encourage counting or expand the language of size any
further. This limits children's mathematical learning.
Staff model techniques and make suggestions to help children improve their physical skills.
For example, they demonstrate and explain how to use glue most effectively. They provide a
range of small and one-handed tools for children to develop their hand and finger
manipulation and control.

Inclusion Expected standard
Staff discuss concerns about children's progress with parents and put plans in place to
support their individual needs. Leaders ensure that there is a cycle of planning, carrying out
intervention work and reviewing this to check its impact on learning. Staff support children
with special educational needs and/or disabilities (SEND) to develop their speech and
communication. For example, they provide children with flash cards to support their
understanding. Leaders work with external professionals, parents and school staff to ensure
that children with SEND have appropriate support in place as they transition to school. Staff
regularly check children's skills in order to plan what they need to do next.
Leaders use funding for disadvantaged children to buy books that support emotional
regulation. Staff place images about emotions on their lanyards for children to select in order
to describe how they are feeling if they do not have appropriate words to use. This helps
children to frame their emotions in ways they can easily understand. Leaders consider
children's sensory needs. For example, they buy weighted blankets that help children to feel
safe and secure. When children need to build confidence and self-esteem, leaders offer
additional sessions for them. This builds their sense of belonging and confidence. Staff
personalise care and settling-in procedures for vulnerable children so that they quickly feel
comfortable.
Leadership and governance Expected standard
Leaders express genuine care for the staff team and children. They have a passion for
providing a service that makes parents and children feel safe and happy. They know that in
order for children to learn effectively, children need to feel safe. Leaders have implemented
safe recruitment processes and consider staff viability carefully before offering a position to
anyone. New staff take part in a thorough induction, and leaders ensure that this includes
methods of interacting with children so that communication in constantly developed. A buddy
system is in place so that more experienced staff can act as mentors for newer and less
experienced staff.
Leaders regularly monitor staff performance and have developed an open culture where
staff can raise any concerns. Leaders provide staff with time out to complete training and
observations. Staff say that they appreciate this and love working at the nursery.
Opportunities for staff training are identified on an individual basis through monitoring
processes.
Leaders could develop more effective ways to communicate with parents in order to help
parents follow health guidance and build children's healthy lifestyles. They could provide
more effective information about online harms and oral health. This would further support
children to have long-term healthy lifestyles.
Leaders support families with children's behaviour at home so that nursery and home have
the same approach, and this gives consistency to the children. Leaders liaise with other
professionals and parents to ensure that children with special educational needs and/or
disabilities smoothly transition to school. For example, they invite teachers and specialist
staff from schools to visit children in the nursery.

Compulsory Childcare Register requirements
This setting has met the requirements of the compulsory part of the Childcare Register.
How we check if a provider meets the requirements of the Compulsory Childcare
Register
When we check if settings meet the Compulsory Childcare Register requirements, they can
have the following outcomes:
Met
Not met
Voluntary Childcare Register requirements
This setting has met the requirements of the voluntary part of Childcare Register.
How we check if a provider meets the requirements of the Voluntary Childcare
Register
When we check if settings meet the Voluntary Childcare Register requirements, they can
have the following outcomes:
Met
Not met
What it's like to be a child at this setting
Children thrive in this nursery because staff treat children with respect, fostering and
developing children's emotional wellbeing and self-esteem. Children behave well and learn
essential social skills because the skilful staff team supports children to gain social
knowledge and make the right choices. Children feel safe and express their happiness as
they sing to themselves during play. Staff check in on toddlers frequently, noticing when they
need a little more comfort and sensitively providing them with emotional warmth.

Inspector:
Ginny Robinson
Staff constantly interact with children in ways that promote their language development.
Children speak clearly and with confidence. They demonstrate competent communication
skills and build turn-taking conversational skills. Staff support children's vocabulary with
purpose and clarity. They frequently introduce new words to children to expand their
knowledge and understanding. For example, they introduce words such as 'shelter', 'oar'
and 'udders' as they talk to children during activities.
The environment is calm and peaceful, and children often remain engaged in the activities
on offer for long periods of time. They make their own choices, and demonstrate that they
care about the equipment and environment as they put the lids back on pens and help to
tidy up. Children demonstrate that they enjoy the activities on offer as they enthusiastically
laugh and giggle when staff build towers with them. Children are keen to learn more. They
ask questions that staff answer with clarity.
Children enjoy listening to stories. Staff read with expression and ask questions that help
children extend their thinking. Children generally sit and listen well, putting their hands up to
answer questions. Staff use interactive teaching methods as they read. For example, they
miss out end words of familiar phrases for the children to fill in. Children readily recite
familiar lines with expression and enthusiasm, pretending to be the wolf in a traditional story.
All children, including those who are disadvantaged or vulnerable, gain the skills they need
for the next steps in their learning.
Next steps
Leaders should train staff in mathematical teaching methods and ensure staff consistently
implement these methods in their daily interactions so that children can frequently
practise and extend their mathematical skills.
Leaders should strengthen effective engagement with parents to deepen children's
understanding of healthy lifestyle choices and foster robust physical and mental health for
their future.
About this inspection
The inspector spoke with leaders, staff and children during the inspection.
We carried out this inspection 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.

About this setting
Unique reference number (URN): 2857042
Address:
Linthwaite Methodist Church, Stones Lane
Linthwaite
Huddersfield
HD7 5PD
Type: Childcare on non-domestic premises
Registration date: 15/08/2025
Registered person: Jellies Out Of School And Holiday Club Limited
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00
Local authority: Kirklees
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 27 August 2026
Children numbers
Age range of children at the time of inspection
1 to 10
Total number of places
64
Our grades explained

Exceptional
Practice is exceptional: of the highest standard nationally. Other settings can learn from it.
Strong standard
The setting reaches a strong standard. Leaders are working above the standard expected of
them.
Expected standard
The setting is fulfilling the expected standard of education and/or care. This means they are
following the standard set out in statutory and non ‑ statutory legislation and the professional
standards expected of them.
Needs attention
The expected standards are not met but leaders are likely able to make the necessary
improvements.
Urgent improvement
The setting needs to make urgent improvements to provide the expected standard of
education and/or care.
The Office for Standards in Education, Children's Services and Skills (Ofsted) inspects
services providing education and skills for children and learners of all ages, and inspects
and regulates services that care for children and young people.
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