Jumping Jo's Day Nursery

Inclusion: Expected standard

Staff use a range of strategies to monitor children's progress. Leaders have recently introduced a new online platform to enhance communication with parents and carers about their children's progress. Staff also use an assess, plan, do and review approach to provide support for children with special educational needs and/or disabilities (SEND) and inclusion monitoring. Leaders and staff are confident to draw on further help from a range of professionals to support children with SEND. They value the advice given by other professionals and develop targeted plans to provide children with the necessary support to help close gaps in their development.

The setting has accessed funding to support children with SEND. Leaders have used the funding to purchase specialist resources and create new experiences in the community to help meet children's needs. Staff help children to feel calm and engaged through suitable experiences, such as sensory play. Staff support children to continue with self-chosen activities if they find group activities difficult. They give children time and space to express themselves.

Typically, leaders and staff provide a welcoming and caring environment where all children, including those with SEND and those who face other barriers to their learning, thrive and make progress. Staff know children well and recognise quickly when children may benefit from additional support. They work closely with leaders and parents to provide consistency in children's care and learning.

Curriculum and teaching: Expected standard

Leaders have designed a curriculum that reflects children's interests, developmental stages and starting points. They gather information from families before children start, alongside ongoing assessment, to shape learning experiences and support children's progress across all areas of learning.

Staff ensure the curriculum is inclusive by using what they know about each child to provide targeted educational experiences. They build on all children's prior learning as they transition from the younger age groups up to the oldest. For example, babies hear staff use number names when they sing nursery rhymes, while toddlers receive encouragement to be independent and make choices for themselves. Pre-school children explore the patterns they draw and talk about what they need next when following instructions while building complex constructions.

Children benefit from planned and spontaneous learning opportunities linked to curriculum goals and identified next steps. Children develop their mathematical understanding through shape-matching activities, where they learn and use mathematical vocabulary such as 'cube' and 'rectangle'. They work together to hang the number socks onto the low-hanging washing line, matching shapes and colours in order. Children offer help to their younger peers who struggle to manipulate the small pegs.

On occasion, opportunities to extend children's vocabulary, communication, thinking and engagement are not fully maximised. For example, staff do not consistently implement the planned intentions for activities and allow sufficient time for children to think, process information and respond before moving their learning forward.

Achievement: Expected standard

Children make typical progress from their individual starting points. They have secured the knowledge and skills they need for their next stage of learning. Babies and young children develop secure foundations in their learning, enabling them to build successfully on their knowledge and skills. For example, young babies confidently follow familiar daily routines, responding independently to consistent cues, such as tidy-up time and lunchtime. All children, including those who speak English as an additional language and those who face other barriers to learning, make timely progress.

Children are confident and motivated learners who actively explore the stimulating environment and engage in experiences that reflect their interests. They demonstrate curiosity, resilience and a willingness to try new experiences. Children make progress in their physical development and become increasingly confident in their movements and independence. Overall, children make steady progress from their starting points. They develop knowledge and skills across the 7 areas of learning and are well prepared for school.

Behaviour, attitudes and establishing routines: Expected standard

Leaders ensure staff provide consistently effective support and guidance to help children foster positive attitudes towards their learning and others. Staff act as positive role models for the youngest children, supporting them to develop their sharing and turn-taking skills. Staff recognise the benefits of using praise and encouragement to build children's concentration and focus, and this is well received by children. This contributes towards staff and children developing positive relationships. Consequently, children feel happy and settled at the setting and have positive attitudes towards their learning.

Staff develop solid bonds with children from the outset. This helps children to feel safe, secure and ready to learn. Children learn about their emotions and feel comfortable discussing and demonstrating how they feel. Staff do not always consider children's differing needs when managing routines and transitions. During busier periods, staff do not consistently stay available to keep children purposefully engaged, which can lead to children becoming restless.

Leaders have developed systems to monitor children's attendance. They hold meaningful discussions with parents and carers about the importance of their children attending the setting. They work with parents to accommodate changes to hours where possible to improve children's attendance.

Children's welfare and wellbeing: Expected standard

The provider informed Ofsted of a breach of statutory requirements when staff did not consistently follow the agreed safe sleep procedures. Although this represented a lapse in practice, the inspector found that leaders had acted immediately, reviewed routines and strengthened supervision of staff and training. The provider's prompt and effective actions ensure that no risks are posed to children. Leaders and staff have secure knowledge of appropriate safe sleeping arrangements and how to supervise children to help keep them safe during mealtimes.

Staff know children well and adapt provision to support their physical, emotional and developmental needs. This is particularly evident for children with special educational needs and/or disabilities, those who are disadvantaged and those known to children's social care. These children receive tailored and consistent support that reduces barriers to their wellbeing.

Children form lovely bonds with staff, who are caring and responsive to their needs. This supports them to develop positive attitudes towards learning and exploration. Children receive positive support to help them to understand healthy lifestyles and develop a clear understanding of hygiene. This is evident when they enjoy a healthy menu of different nutritious foods and engage in discussions that teach them about healthy eating. Children learn about developing positive oral health habits. For instance, they talk about the importance of brushing their teeth and engage in toothbrushing activities with various oral health resources.

Staff get to know children well so they can recognise when children are overstimulated and require support. Children seek comfort when needed and receive reassurance from familiar adults, supporting their emotional wellbeing.

Leadership and governance: Expected standard

Leaders take decisions in the best interests of children, including those with special educational needs and/or disabilities or medical needs, those facing disadvantage and those known or previously known to children's social care. Leaders put individualised support plans in place and track these through ongoing review.

Leaders manage staff wellbeing and workload through regular one-to-one and team meetings, promoting a culture where staff feel able to raise concerns. Professional development is generally relevant and has clear impact. For example, some staff are currently completing specialist training to strengthen the outdoor curriculum, and staff apply training in paediatric first aid and safeguarding directly to daily practice. However, professional development is not always timely or consistently targets the specific areas where staff practice is less secure. For example, it has not focused on supporting staff to adapt teaching and transitions to children's differing needs and embedding daily routines consistently across the setting.

Parents and carers are meaningfully involved in their children's learning through regular feedback about children's assessments and invitations to attend special events at the setting. Parents highly value the commitment leaders and staff show to supporting their children to flourish. Leaders work proactively with external professionals. They support staff to identify developmental delays and create tailored support plans for children who face barriers to learning that reflect children's individual needs.