Skip to main content

Jack and Jill Pre-School Playgroup (Marlow)

Jack and Jill Preschool is situated in a spacious Church Hall in the centre of Marlow.  We take children from the age of 2 years to rising 5s, and feed into most of the surrounding schools.  Jack and Jill operates a mixed aged pre-school, with the older and younger children able to move freely between our two rooms.  The children have access to a wide range of resources, with additional activities arranged for the older children to prepare them for school. We ensure that children's dietary requirements are met, particularly with regard to allergies/intolerance's (including dairy/gluten free diets, nut, fish, egg allergies). 

We have a team of experienced, qualified staff who support and nurture the children in our care.  Led by the Pre-school Leader Jane Langley and her Deputy Caroline Spencer, our staff work closely together to provide excellent care at high adult/child ratios.

We offer a flexible settling in process and we will work with you to decide on how to best help your child to settle into the pre-school; some children need shorter sessions to start with until they are ready to attend the full 3 hour sessions.

ADDITIONAL SERVICES (at an extra cost)

Lunch Club is offered on Mondays, Tuesday and Thursdays, from 12:30 pm to 1:30 pm. 
Our normal starting time is 9:30 am but we offer an 'Early Bird' service where we will take children from 9 am if required.

Who to contact

Contact Name
Caroline Spencer
Contact Position
Deputy Leader

Where to go

All Saints Church Hall
The Causeway
Venue Notes

Jack and Jill Pre-school is located across the road from Higginson's Park, at the bottom of the High Street.  Limited, short term parking is available in front of the Pre-school. 

Other Details

Table of costs
Table of costs
AgeAmount £Cost Type
2 years 17.50 Per half day
Cost Description
  • Childcare Vouchers accepted
  • Lunch Club: £8.50 for the hour (12:30pm to 1:30pm)
  • 9am start: £4.50 for the additional half hour
  • £17.50 per session for non funded children

Childcare Information


Immediate vacancies
Vacancy range(s)
From 0 years to 0 years (spaces available = 0)
From 1 years to 4 years (spaces available = 5)
From 5 years to 7 years (spaces available = 0)
From 8+ years to years (spaces available = 0)
  • We take children from the age of two years old.

Funded Places

3 and 4 year old funding
2 year old funding
Age ranges
From 2 years to 5 years 11 months
When is childcare available?
Term Times
No. of weeks a year we are open
Opening Times
Opening Times
DayOpening TimeClosing Time
Monday AM 09:30 12:30
Tuesday AM 09:30 12:30
Wednesday AM 09:30 12:30
Thursday AM 09:30 12:30
Friday AM 09:30 12:30
Other Availability
  • Open during Term Time only.
  • We operate a lunch club to 1.30 pm on Mondays, Tuesdays and Thursdays.
  • We also offer a 9.00 am start if required (at an additional cost).

School Pickups

Pickups/Collections offered
Jack and Jill Pre-School Playgroup (Marlow)

Ofsted Information

Ofsted URN
Link to latest Ofsted inspection report 

Local Offer


At Jack & Jill Pre-school we welcome all children and their families into the setting.   It is part of our role as practitioners to support inclusion of all children and we will endeavour to accommodate children’s needs.  We have numerous years’ experience of working with children with SEND, and through this we have developed good working relationships with a range of specialists and therapists. 


Contact Name
Caroline Spencer
Contact Telephone
Contact Email
SENCo Name
Caroline Spencer
SENCo Email
SEN Provision Type
Universal service (No referral required)

Early Years Local Offer Response

How does the setting know if a child will need extra help and what should families do if they think their child may have Special Educational Needs and/or Disabilities (SEND)?

Children are regularly observed and their progress monitored against our learning journal, so if a child is not making expected progress in a particular learning area, we can quickly identify the need for additional support. This will first be discussed between the key worker and SENCO, and then with the child’s parents. If a parent has a concern about their child’s development, the Supervisor/ SENCO will arrange a meeting to discuss, and establish how best we can support the child. The pre-school will then carry out additional targeted observations if necessary, and seek further advice if needed (with parent permission) Prospective parents are invited to come and have a look around the pre-school and if they have any concerns about their child’s development we would discuss this in detail and put any support in place when the child starts.

How will staff in the setting support a child with SEND?

On entry to the pre-school each child is assigned a key worker (if a child has a Educational Health Care Plan, then a Learning Support Assistant is employed for the child). The SENCO, in liaison with the parent and key worker/LSA will devise an individual plan for the child, detailing appropriate targets (that are small and achievable) for the child to attain. The key worker/LSA will continually observe, monitor and assess the child to ensure that he/she is making progress towards these targets (reviewed every six week and new targets set).

How will the curriculum for the setting be matched to a child with SEND's needs?

The curriculum for a child with SEND will be adapted accordingly in order to ensure he/she is able to have the same learning opportunities as all the children in the setting. We provide a differentiated curriculum for all the children in our care; this is part of our day-to-day practise. The key worker/LSA will work closely with the child to assess their needs and their next steps for their learning and development. Whenever possible a child with SEN will work with their peer group.

How will staff work with families about how a child with SEND is doing and how to support a child's learning?

At the beginning and end of each session, key workers are available to talk to parents about their child’s progress (plus activities they have particularly enjoyed, friendships, achievements). If parents would like to see their child’s learning journal, they are welcome to on request. For children with an Educational Health Plan, we will keep a daily diary if parents wish. Where there is an individual plan in place, parents are provided with a detailed copy of the review of the plan every six weeks. We are always more than happy to talk to parents and provide support and ideas of activities to do at home.

What support does the setting offer for a child with SEND's overall well-being?

The pre-school has a comprehensive folder of policies and procedures in place to ensure children’s overall wellbeing. We work closely with all the children in our care, really getting to know them and building close relationships, so they feel respected and secure. A child with SEND is offered additional settling in sessions if the parent wishes. We have found that this helps to also reassure parents – we are aware that parents with a child with SEND may have additional worries and concerns and we work hard to try to make parents feel assured and to build a close relationship, which in turn benefits the child’s emotional well-being. During our observations of children, we ensure that we are meeting their emotional well-being as well as their physical. The child’s key worker will be ‘in tune’ with their key children and will be alert for any changes in the child’s behaviour, which we will then discuss with parents to find out if there is any known reason for this.

What specialist services and expertise are available at, or accessed by, the setting?

The pre-school has worked with a wide range of therapists and built up a good, and respected, working relationship. We have actively sought, and implemented, their advice and recommendations on how best to support children with SEND, and as a result have gained a lot of valuable knowledge. We have also worked with the Early Years Improvement Service team at the Bucks Learning Trust and will seek their advice if needed (after first attaining parent permission). Where we have had a concern regarding Speech and Language, we have recommended that parents first have their child’s hearing checked and have also referred parents to the Speech and Language Screening sessions.

What training have the staff supporting children with SEND had or are having?

The pre-school has had several children with SEND and as a result have gained much experience and knowledge from working closely with the therapists involved (including occupational therapist, speech and language, physiotherapist). We have had training in supporting children with down syndrome, cerebral palsy, epilepsy, visual impairment, aspergers, speech and language problems (we have had basic Makaton training). We are always keen to undertake appropriate training when there is a particular need in order to ensure that we are best supporting a child with SEND.

How will a child with SEND be included in activities outside the setting?

A child with SEND will be included in activities outside the setting, but extra precautions will be taken, including a detailed risk assessment. The child will have one-to-one support from their key worker/LSA on any trips. Any necessary medication will be taken on the trip and the Leader will carry a mobile phone. Parents permission is sought before any trips.

How accessible is the setting's environment (indoors and outdoors)

The Pre-school’s ground floor premises are easily accessible via a ramp. We have a large spacious hall which ensures accessibility to activities. The outside is also easily accessible – there is a small step but if this is a problem then there is an alternative side exit to the outdoor space with no step. We have a good size, flat tarmac space outside. Toilets are easily accessible.

How will the staff prepare and support a child with SEND to join the setting or transfer to a new setting/school?

We are aware that a child with SEND may need more settling in sessions and we are happy to accommodate this. If a child is transitioning from another setting, we will welcome the child’s previous key worker and any therapists into the setting to help the child during this transition period. When the child is moving on to school, we will provide the school with a detailed learning journey, copies of all the child’s individual learning plans, notes. We will meet with the school class teacher/SENCO and provide as much information to them as we can. We will liaise with the school regarding the child visiting the school, and also invite them to see the child in the setting. We provide the school with our contact details if they should have any later queries.

How are the setting's resources allocated and matched to a child's Special Educational Needs and/or Disabilities?

The pre-school has a wide range of resources which we regularly evaluate to ensure they are meeting the children’s needs and the requirement of the Early Years Foundation Stage. We do not have funding available to purchase additional resources but we are creative in how we combine and present the toys and equipment in order to provide the children with different learning experiences. If we find that there are particular resources that have been recommended as being really beneficial for a child with SEND, then we will try to purchase, especially if we feel that other children would also benefit.

How is the decision made about what type and how much support a child with SEND will receive?

From the ongoing observations that the key worker makes and through completing the child’s learning journal, we can establish any additional needs. The key worker will be supported by the SENCO. In cases of more complex needs, the SENCO will liaise closely with other professionals (with parents permission).

How are parents involved at the setting?

Staff aim to build relationships with parents from the start, through informal conversations at the beginning/end of the session. Parents are always welcome to contact the Pre-school Leaders if they have any queries or concerns at any time, and home numbers and e-mails are given out on our half termly newsletters (which detail forthcoming topics we will be covering and any events coming up).

What future plans does your setting have for developing its SEND provision for example, training, facilities?

Whenever we have a child that comes into the setting with a medical need/disability or educational need that we feel we need further guidance on, we actively seek additional advice and training.

Last Updated

This record has a record administrator assigned.