Jack In The Box

Inclusion: Expected standard

Leaders and staff typically create an inclusive environment and effectively identify children's individual needs. Staff observe children closely and work with parents to identify needs early, including through the two-year check and ongoing assessment. They make timely referrals to external professionals so children can access the support they need. Leaders prioritise early intervention, providing targeted and intensive language support for two-year-old children.

Leaders generally take clear action to reduce barriers to children's learning and wellbeing. Staff typically use strategies, such as visual prompts, repetition and children's interests, to engage children and support their communication. They ensure children with special educational needs and/or disabilities take part in activities alongside their peers, helping them to build confidence and feel included. Leaders use additional funding effectively to provide targeted one-to-one support, including helping children to regulate their emotions and develop their communication skills.

Leaders work in partnership with professionals, including health visitors, the local authority and speech and language therapists, to shape children's support. They maintain open communication with families and signpost them to relevant services so children can receive the support they need. Leaders monitor children's progress and regularly review support to ensure it meets children's needs.

Curriculum and teaching: Expected standard

Leaders prioritise communication and language, physical development, and personal, social and emotional development in the curriculum. Staff are skilled in supporting children's language development through ongoing interactions, modelling vocabulary, narrating play and encouraging children to share their ideas.

Staff provide opportunities for children to develop early mathematical understanding through their play. They integrate mathematical concepts into the learning environment, both indoors and outdoors. Children access resources, such as balances and number lines, supporting their awareness of quantity and measurement in meaningful contexts.

Leaders and staff use assessment to identify children's needs and inform teaching. They plan learning based on children's starting points. Staff support children with special educational needs and/or disabilities through targeted strategies, such as visual prompts and focused interactions, ensuring they can access the curriculum. However, the planning of the learning environment does not yet provide a seamless progression for children transitioning from the baby room, ensuring a precise match to their developmental needs.

Communication between staff is not consistently embedded, ensuring that all those working directly with children have a comprehensive understanding of each child's learning priorities. This is particularly evident in the absence of key persons, where teaching is not always as precisely matched to children's next steps.

Achievement: Expected standard

Children make expected progress from their starting points across the areas of learning. They develop communication and language as they begin to use words, sounds and gestures to express their needs and ideas. Some children use early words and simple phrases, while others use sounds and non-verbal communication. Babies listen attentively and begin to follow simple instructions, showing increasing awareness and engagement. However, they do not have consistency in the continuity of their learning when they move to the toddler room.

Children, including those with special educational needs and/or disabilities, develop their engagement and participation. They can sustain attention for short periods and take part in activities alongside their peers. Children develop the knowledge and skills needed for the next stage of their learning. They show positive attitudes to learning. Children are motivated, curious, and interested in their play, and keen to take part in activities such as mark-making. Overall, children gain the foundational skills they need to support their future learning.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff create a positive environment and act as consistent role models, establishing clear expectations for behaviour and routines. Staff typically use calm guidance, modelling and reminders, such as encouraging 'kind hands', to support children's understanding of appropriate behaviour. As a result, children show kindness towards others and begin taking turns and sharing resources.

Staff generally consider children's age and stage of development when supporting behaviour. They typically adapt their approach, including modelling language, providing reassurance, and adjusting expectations to meet individual needs, including for children with special educational needs and/or disabilities. Children develop confidence, begin to manage their behaviour and feel secure within the setting.

Staff support children to play alongside others and take part in shared experiences. They encourage children to listen, contribute their ideas and engage in group activities.

Leaders promote the importance of regular attendance. They make timely contact with families and, where needed, work with other professionals to support attendance. Leaders also provide opportunities for children to revisit experiences, helping them to recall learning and ensuring that children who attend fewer days can access the full curriculum. This helps children to attend regularly, establish secure routines, feel settled and ready to learn.

Children's welfare and wellbeing: Expected standard

Leaders and staff generally prioritise children's welfare, wellbeing, and implement care practices that meet children's individual needs. Staff typically build secure relationships with children and provide attentive care through daily routines. They recognise the importance of developmentally appropriate weaning for babies. Staff provide opportunities for babies to explore different tastes and textures, helping them develop the facial muscles needed for speaking. They also work with parents to support children to move through feeding stages at appropriate times. Staff support children's physical development and independence, for example, encouraging them to use spoons, forks and to drink from open cups as they progress. However, staff do not yet use daily routines consistently to help children understand how to make healthy choices.

Leaders have adjusted arrangements in the pre-school room to support children's emotional needs. They provide opportunities for children who need a quieter start to the day and additional space to settle, helping to support smooth transitions and promote children's emotional wellbeing.

Leaders ensure appropriate risk assessments are in place, including for the learning environment, to ensure resources are safe and suitable for children, including babies. Staff follow effective hygiene practices, including safe food preparation.

Leadership and governance: Expected standard

Leaders understand the setting's strengths and take action to improve identified areas. For example, they have identified the outdoor learning environment as a key area for development and are taking steps to strengthen how it supports children's learning.

Leaders support staff effectively and prioritise their wellbeing and development. They provide opportunities for staff at all levels to develop their skills, including supporting apprentices and enabling staff to take on leadership roles, such as room leader. This helps staff to build the knowledge and confidence needed to carry out their roles. Leaders ensure appropriate induction arrangements are in place so staff understand their responsibilities from the outset. They implement systems to help staff manage their workload effectively.

Leaders make decisions in the best interests of children, particularly those with special educational needs and/or disabilities. They work in close partnership with the local authority and other professionals involved in children's care and welfare to ensure children receive coordinated and timely support.

However, leaders have not yet embedded sufficiently robust monitoring systems to ensure consistent provision for all children across the setting. This means that, at times, practice is not fully aligned with children's learning priorities.