Jumping Jacks Pre School

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is inadequate

The arrangements to safeguard children are not sufficiently robust. Staff do not follow procedures in place to share relevant information with safeguarding partners and have failed to report significant events. The manager does not successfully promote an open culture of safeguarding awareness.

This compromises children's welfare. Despite this, the arrangements for the learning and development of children are good. Children enter the nursery well and follow the routines that they are used to.

For example, the youngest children independently place their belongings in the correct places and settle quickly. They cho...ose from a wide range of resources that appeal to their interests. Children behave well as they become engaged in playful interactions with staff.

Staff have high expectations for children's learning. They plan activities that relate to the seasons. For example, children go for walks to collect natural items during the autumn season.

They use these to create pictures and to explore the different sensory aspects associated. Children learn about the surrounding environment, as they gain new skills and vocabulary.

What does the early years setting do well and what does it need to do better?

Staff who take the lead for safeguarding children do not act quickly enough when they identify that a child may be at risk of harm.

For example, although staff understand the importance of sharing information about children within the staff team, they do not refer concerns with other agencies in a timely and appropriate way. Procedures are not adequately managed to ensure children are safe at all times.Despite the weaknesses in safeguarding, staff plan a curriculum that considers children's interests.

The outdoor area is large and provides a wide range of opportunities for children to practise and develop their physical coordination. Children enjoy constructing their own buildings from the loose parts, such as plastic pipes and wooden blocks. Younger children enjoy bicycles and other ride-on toys.

Staff create a purposeful area for children to be active, as well as to develop their problem-solving skills.Babies enjoy key interactions that help to develop their language skills. Staff model how to repeat words and emphasise sounds.

Older children are encouraged to answer questions and develop a wider vocabulary. At times, however, staff do not fully extend children's learning and build on their language skills further. For example, on occasion they intervene too early, before allowing children the time to consider and express their own thoughts and ideas.

There are effective transition arrangements between the three rooms to ensure children feel safe, settled and that staff can meet their individual needs. Staff work closely with parents to ensure regular reviews of progress and development. Children benefit from forming close bonds with caring key people, who know their next steps for learning well.

Children with special educational needs and/or disabilities are well supported. Staff work well with other agencies to provide a consistent approach to children's learning. They consider the routines for children, to ensure they gain the best possible experiences while at the nursery.

Children who speak English as an additional language are also well supported, to ensure they can communicate their wants and needs effectively.Parents state that they value the information shared by their child's key person and that they have worked hard to get to know their child well. Children benefit from settle sessions, where staff get to know their stage of development.

Staff offer support and guidance on aspects of development, such as potty training.Despite some areas of weakness in leadership and management, the manager has high expectations for staff progress. Staff feel valued and know that they can seek out and request training opportunities that will continue to improve their professional development.

Safeguarding

The arrangements for safeguarding are not effective.On the whole, staff understand how to recognise potential concerns for children's safety. However, staff, including those designated to take the lead in safeguarding, do not have a secure enough knowledge of when to implement the local child protection procedures they must follow.

This includes when they have a concern about a child's safety. Despite this, staff understand the procedures to follow should an allegation be made against them, or if they have a concern about a colleague. Recruitment procedures are robust.

This includes the background checks that are made to ensure that staff are suitable to work in the setting.

What does the setting need to do to improve?

To meet the requirements of the early years foundation stage and Childcare Register the provider must: Due date ensure the designated leads for safeguarding understand the policy and procedures and respond to any concerns in a timely and appropriate way.01/11/2023 To further improve the quality of the early years provision, the provider should: support staff to recognise when to give children time and encouragement to think things through and share their own ideas.