Jumping Jac's Nursery

Inclusion: Expected standard

Leaders create a shared culture of inclusion by accurately identifying, assessing and responding to children's emerging and ongoing needs. Staff observe all children, including those with special educational needs and/or disabilities (SEND) closely and use the information to recognise any barriers early on. Leaders ensure assessments lead to timely, targeted support that enables children to make meaningful progress in their learning. Leaders and staff work in genuine partnership with parents and external professionals. This collaborative approach ensures that children with SEND receive consistent, well-planned support.

Staff maintain regular communication with families, which strengthens continuity between home and the setting and enriches children's experiences. Leaders use available funding appropriately to support disadvantaged children and those with SEND. They review children's targets and adapt provision to ensure support remains relevant and effective. Leaders are currently working towards enhancing their arrangements to ensure all children access their full entitlement of different funding options available to them. Staff receive suitable ongoing training that targets their knowledge and understanding to meeting a range of children's needs. This commitment ensures every child feels valued, supported, and able to thrive.

Curriculum and teaching: Expected standard

Leaders have developed a broad curriculum that offers children rich opportunities across all areas of learning. Staff know the curriculum well and use their knowledge of individual children to adapt teaching. This enables children to gain new skills, such as developing control and confidence when kicking a ball. This supports children's self-esteem and help them build on what they already know. Leaders are working towards making sure all aspects of curriculum delivery is consistently high quality.

While the curriculum is well designed, some aspects of teaching does not fully maximise learning opportunities. For example, staff promote a love of reading and work with families to extend this at home. However, story times are not always organised effectively. Children often try to engage, but some unnecessary distractions reduce the impact of these sessions. As a result, some children, particularly those who need more support to maintain attention, do not gain the full benefit of these learning opportunities.

Achievement: Expected standard

Children make steady progress across all areas of learning and development. They engage well in activities that build their communication and language skills such as, repeating letter sounds as they print these into dough or sharing their ideas in simple sentences. Regular repetition helps children remember new knowledge and apply it with increasing confidence. Older children show the essential early literacy and language needed for developing effective communication skills.

Children follow self-care routines independently. They confidently wash their hands before meals and move between activities with minimal support. All children, including those with special educational needs and/or disabilities, sustain some attention during group activities. For example, exploring objects in the 'what's in the box' session, which helps towards strengthening their listening and understanding. Children effectively transition through daily routines with effective support to help them feel secure and ready to learn. As a result, children develop the skills and attitudes they need for the next stage of their education.

Behaviour, attitudes and establishing routines: Expected standard

Staff take a proactive approach to promoting positive behaviour and routines. They ensure they understand children's individual needs and use this knowledge to build warm, trusting relationships. As a result, children settle quickly and engage positively in their learning. They show resilience and a willingness to keep on trying. For example, as children discover how things work, staff clearly explain the different options to overcome how they can make something fit together. Staff praise children's successes when they achieve their end goal and children show positive attitudes to this.

Staff celebrate children individual achievements well and as a result they enjoy their time at the setting. They model respectful interactions and validate children's feelings, helping them learn kindness, cooperation and care for others. Leaders monitor attendance effectively and address any emerging concerns, ensuring children attend regularly and benefit from consistent routines.

Staff have begun to create an inclusive environment where all children receive support to understand expectations. The environment begins to promote a positive sense of self, through displayed images. However, how these are arranged does not always ensure consistently rich and meaningful visual representation of all children across the setting. Further refining would strengthen and enhance the environment and have a positive impact on children's attitudes, confidence and engagement in their learning.

Children's welfare and wellbeing: Strong standard

Leaders and staff place children's welfare and wellbeing at the centre of their work. They establish clear and robust systems that ensure staff remain highly alert to children's needs and respond swiftly to any changes. Staff share a consistent understanding of welfare expectations, which creates a safe, nurturing environment where all children are highly valued for their contributions. Children's health is consistently monitored closely. When a child appears unwell or not themselves, staff act promptly to ensure they receive the care and attention they need. This vigilance enables children to flourish.

Children develop excellent healthy habits through well-structured daily routines, nutritious food choices and regular physical activity. Outdoor play provides highly valuable opportunities for exercise, such as parachute games that strengthen children's muscles and promote teamwork and children delight in taking part in. Children show kindness and respect as they play together and acknowledge one another's efforts. For example, children check in with their peers as they take turns with the instruments and ask politely if they can also have a turn.

Staff consistently promote children's independence well. During mealtimes, children confidently serve their own food and pour drinks, demonstrating secure self-care skills. Inclusive approaches ensure all children, including those with special educational and/or disabilities receive the emotional security and tailored support needed to thrive. Leaders' effective oversight ensures children's welfare and wellbeing are consistently promoted, resulting in confident, resilient learners who feel safe and valued.

Leadership and governance: Expected standard

Leaders have a clear understanding of the provision and regularly review its effectiveness to ensure children and families receive a positive experience. They make appropriate adjustments when needed and communicate openly with parents about children's progress and daily experiences. Parents speak highly of the setting and value the compassion and commitment staff show in meeting their children's needs. This effective partnership contributes to children's happiness and sense of security. Leaders work together with staff to build secure relationships with families and the wider community,. This ensures parents feel welcomed and involved. The collaborative approach supports children's learning and wellbeing and reinforces the setting's role at the heart of the community.

Leaders provide appropriate oversight and ensure they remain focused on improving outcomes for children. They consider staff wellbeing carefully. Staff report feeling valued and proud to work in the setting, which supports a positive and stable environment for children. Leaders provide staff with access to relevant professional development that strengthens staff knowledge and skills, enabling them to meet children's needs effectively. Leaders recognise there is still some work to do in some aspects of the setting and understand the importance of continuing to reflect to raise quality further.