About Tiffany's Preschool
A small local preschool on Boltins Avenue in West Bay, Grand Cayman with 30 children. To view the their June 2021 School Inspection Report for Tiffany's Preschool.
The following was taken from their June 2021 school inspection report:
The quality of provision offered at Tiffany’s Preschool was judged as satisfactory. Children’s achievement in most areas of exploration, respect and communication was judged as satisfactory, with movement being judged as good. However, well-being, overall, was judged as weak as the children’s emotional and social development required improvement, as did their ability to reflect on their emotions, interactions and learning experiences. The health strand of well-being was judged as good, as there was appropriate focus on healthy lifestyles through the centre. All children demonstrated growing independence as they put on their own shoes, fed themselves and toileted as expected. They were also developing into independent learners – choosing preferred activities in learning centres and cleaning up after they played.
Teaching and learning were judged as satisfactory. There was appropriate balance between adult-led and child-initiated learning, although teachers still needed to develop and enforce group rules and to support children’s social and emotional development so that they could better function in larger groups. Assessment procedures were satisfactory, although staff needed to use assessment information to better plan for the needs of all learners.
Curriculum was judged as satisfactory, with cross-curricular links evident in the activities teachers arranged in the learning centres. Community helpers and special guest readers were invited into the centre to share information and interact with the children.
Health and safety was judged as satisfactory. All regulatory requirements were met, and policies were completed. Although there was a focus on healthy lifestyles and the premises was clean and secure, many written policies were still new and were not yet securely embedded in the life of the centre. Teachers knew the children, and interacted with them with respect and care in almost all instances. There were also procedures in place for writing, monitoring and reviewing learning support plans for children with special educational needs. Support and guidance was therefore judged as satisfactory.
Leaders showed commitment and capacity to affect ongoing improvement, with leadership being judged as satisfactory. Self-evaluation and improvement planning was also satisfactory, with the centre having developed plans which were linked to Successful Schools and Achieving Students 2. Links with parents and the community and staffing and the learning environment were judged as satisfactory.