Jack and Jill Pre-School

A separate room for babies’ naps, covered outdoor decks and woodland learning for older children give Jack and Jill Pre-School a clear practical character. Independence runs through the design: low sinks and toilets let children manage more for themselves, while a dedicated dining room makes eating a shared part of the day. These are useful details for families weighing how care changes as their child grows.

At its 17 June 2025 inspection, Ofsted rated the provision Good, found safeguarding effective and identified inconsistent behaviour support outside the baby room as the main improvement priority. That balance matters. There is a positive account of learning and relationships, alongside a specific question about how staff help children handle disagreements.

The setting has 48 places in total at 60 Falcondale Road, Bristol, BS9 3JY. Its room arrangements progress from babies aged six months to children aged four, with term-time-only and all-year-round attendance options.

Rooms and Ages

The Nest serves babies from six months to two years, with play mats, a cushioned reading area, creative space, access to an outdoor deck and a separate nap room. Babies can sleep apart from active play.

The Little Ark, for two- to three-year-olds, combines construction and pretend-play areas with books, creative materials and an outdoor deck; its learning emphasis includes sharing, taking turns and developing independence.

For three- and four-year-olds, The Ark uses daily small-group activities and circle times alongside children’s own play, emphasising communication, physical development and relationships in preparation for school. The more structured parts of the day give children opportunities to contribute to a group, while retaining time to pursue their interests.

Learning and Activities

The EYFS provides the framework for learning through play, covering language, movement, relationships and early experiences of reading, number and creativity. Within that shared framework, Jack and Jill combines activities initiated by children with those guided by adults. Individual interests help shape the planning, so the starting point is what a child already enjoys or understands.

Language and reading receive explicit attention in the curriculum. Books and mark-making materials sit alongside opportunities to speak and listen in groups, while physical activities include developing hand strength for writing. The curriculum also includes counting, comparing shapes and exploring materials through art and pretend play. These are connected experiences rather than separate lessons for very young children.

In June 2025, stories involved pauses for children to anticipate what came next, and dough activities combined conversation, modelling and songs about shaping techniques.

Outdoor and Community Life

Outdoor Learning adds practical exploration of nature for children attending The Ark. Sessions take place in local woodland, beginning with boundaries, routines and sensory exploration before activities such as den building, searching for small creatures and making pictures from natural materials. This gives older children a different setting in which to investigate and make things.

Waterproof dungarees and hooded jackets are supplied for these sessions. Families provide suitable clothing and footwear, including wellies, with layers in cold weather. Outdoor first-aid arrangements and a safety check before each session form part of the programme’s organisation.

Closer to the rooms, a covered deck supports outdoor play in wet weather, and the garden provides further space to explore. In June 2025, children also made regular visits to a local care home, joining residents in activities and learning about differences in people’s physical abilities. The community connection extended beyond an occasional change of scenery.

Relationships and Communication

Each child is allocated a Key Carer who connects individual care and learning with support for parents at home. This gives families a clear point of contact, rather than leaving communication entirely to whoever happens to be nearby. Concerns about development can also be discussed with a room lead or the SENCO.

In June 2025, baby-room staff used picture books containing children, staff and family experiences to encourage conversation and links with home. Parents contributed material, making familiar people and experiences part of the children’s communication. During nappy changes, staff explained what would happen and sought children’s consent; older children were encouraged to take increasing responsibility for toileting and hygiene.

The building supports that progression. Child-height toilets and sinks, with taps designed for easy use, reduce the physical obstacles to doing things independently. There is also an accessible toilet and a separate changing area.

Inclusion and Wellbeing

SEND support includes jointly reviewed Individual Education Plans, adjustments to materials and the environment, and preparation for changes in routine. Visual timetables and boards showing what happens now and next are among the communication strategies available. The practical value lies in adapting the day to a child’s needs, rather than expecting every child to respond to the same instructions.

Wheelchair-accessible doors and ramps inside and outside the building support physical access. Off-site activities can involve discussions with families and individual risk assessments. Where additional adult support is needed, the SENCO can apply for funding using the child’s support plan and information from the professionals involved; the allocation is decided by the relevant panel.

For children with SEND moving to school, support includes a meeting with the receiving setting and a transition plan incorporating visits, photographs and family information. Records are shared with parental permission. This is preparation for the move, rather than an admissions advantage.

A SENCO and designated safeguarding lead are on site, and staff receive paediatric first-aid training. In June 2025, Ofsted found that behaviour-regulation strategies were used effectively in the baby room but inconsistently elsewhere, leaving some children disengaged and struggling to settle conflicts appropriately. Families should weigh that finding alongside the individual support arrangements.

Sessions and Attendance

Core day care runs from 8.30am to 4.30pm. Breakfast Club adds an earlier period from 8am to 8.30am, while Tea Club runs from 4.30pm to 5.45pm. Extended day care is also offered.

Families can choose term-time-only care, with an optional holiday club, or all-year-round care. A funded-hours-only option runs from 10.30am to 4.30pm and is discussed when booking. It is a different attendance window from the core day, so families using funding should distinguish the two when planning their routine.

Funding and Paid Extras

Funded childcare is offered, with information about the 30-hour entitlement and an option specifically for funded hours. Private childcare is also offered. Eligibility remains conditional, and the attendance arrangement needs to be considered separately from the entitlement itself. Current prices come in the nursery’s written quotation; its fees page provides the route to its pricing and admissions terms.

For lunch, families can send a packed meal from home or choose a hot meal supplied by Early Years Catering, whose menu rotates over three weeks; alternatives are offered for food allergens and preferences. Families choosing the packed-meal option provide that food themselves.

The address is 60 Falcondale Road, Bristol, BS9 3JY. Enquiries can be made by telephone or email, and the registration-of-interest form is restricted to families with a Bristol postcode. Completing it does not guarantee a place.

• Behaviour support beyond the baby room. The June 2025 finding concerned inconsistent help with emotions and conflict in other rooms. During a visit, ask how the team now uses the same approaches across The Little Ark and The Ark.
• Bristol postcode and viewing arrangements. The interest form is for Bristol-postcode families, and submitting it does not secure a place. Visits are arranged by telephone appointment, making a discussion of the appropriate room and attendance pattern a useful starting point.
• The full funded-place quotation. The funded-hours-only window is 10.30am to 4.30pm, while the core day starts earlier. What does the written quotation include for meals, nappies, wipes and any additional hours for your chosen arrangement?
• Woodland clothing. The Ark’s Outdoor Learning includes woodland play, with waterproof outerwear supplied and wellies and suitable clothing coming from home. This suits families comfortable with practical outdoor exploration and dressing for the weather.

Jack and Jill suits families seeking either term-time-only care with optional holiday provision or all-year-round attendance, with core and extended day arrangements. Its strongest practical attractions are the separate baby nap space, outdoor access and progression towards greater independence in older rooms.

The June 2025 behaviour-support concern deserves a direct conversation. Alongside that caveat, the room design, woodland programme and specific SEND planning give parents concrete features to assess against their child’s needs.