Jack and Jill Day Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children thrive at this very friendly, safe and welcoming nursery. They part from their parents with ease at the door and happily run into their rooms. Children are greeted with a warm smile and quickly settle with other children and staff.

A wide range of stimulating activities and learning opportunities are available to children. This increases their motivation and eagerness to play and learn. Children show high levels of concentration and pleasure as they play.

They develop good social skills and quickly grow in confidence. Babies are inquisitive and explore their surroundings. They show secure emotional attachments... as they enjoy cuddles from staff.

Toddlers display delight as they explore with water and watch in fascination as it travels down drainpipes. Older children focus intensely as they write messages on cards to people who are special to them. They proudly discuss their families and where they live.

This helps children to embrace their uniqueness and celebrate each other's similarities and differences.Children's behaviour is good. They happily cooperate with routines and follow instructions well.

For example, children line up when they are asked and acknowledge signals to tidy away toys. Children are learning to be respectful to each other and to value others' opinions. This helps children gain the skills that they need in preparation for their future learning and the eventual move on to school.

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

Leaders have a clear vision for the nursery. Self-evaluation of their strengths and areas for development is accurate. After reflection on the effect that the COVID-19 pandemic has had on children, it has been recognised that some areas of their development need more attention.

For example, children's eating habits have changed and they are less enthused to be active. The nursery team has worked together and thought of ways to support this. Plans have been developed to introduce a vegetable patch and large physical apparatus in the outdoor areas.

Staff hope that this will support children's understanding of the importance of being active and leading a healthy lifestyle.Staff are highly skilled in providing opportunities for children to develop their mathematical skills. Babies sit eagerly as they anticipate staff throwing balls as they count out loud.

Older children are introduced to more complex mathematical language. Children investigate cutting things in half to make two pieces and learn that splitting things up gives you more. This helps children to understand quantity.

Staff know what they want children to learn. Overall, they provide activities to support children's interests and extend their learning. However, on occasions, staff do not fully engage with all children who are involved in group activities.

As a result, some children lose interest quickly and do not fully benefit from the learning experience that is on offer.Staff support children's developing communication and language skills. For example, staff encourage babies to babble.

They talk to older children and use descriptive words to promote children's vocabulary. Staff ask appropriate questions and wait patiently for a response. This gives children the confidence to engage in meaningful conversation.

Children with special educational needs and/or disabilities are well supported in this fully inclusive environment. Staff are patient, nurturing and attend to children's individual needs. They work with parents and other professionals to implement tailored teaching and care routines.

All children make good progress.There is a well-developed curriculum that, overall, is ambitious for all children to learn and develop. Staff place great focus on the importance of the learning environment.

It is arranged well to ignite children's interests and stimulate their learning. However, at times, staff do not deploy themselves effectively in rooms. Consequently, some children do not receive the adult support they need to build on their emerging ideas as they explore and play.

Parents speak highly of the friendly and caring staff. They say that they value the detailed information they receive about their children. Parents are particularly impressed with the smooth transitioning of their children from room to room.

For example, they notice how their children's self-help skills have increased and how their language has improved.

Safeguarding

The arrangements for safeguarding are effective.The manager and staff complete regular safeguarding and child protection training.

They can confidently explain the policy and procedures to follow if they have any concerns regarding children. Staff also demonstrate a good understanding of what to do and who to contact if there are concerns about any member of the staff team. This helps to ensure all staff are confident and have a good knowledge of how to protect children.

Effective recruitment and induction procedures are carried out. This places a great emphasis on ensuring children are cared for in a safe environment.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nensure that group activities support all children so that they consistently benefit from meaningful learning experiences consider how staff are deployed so that they are available to offer guidance and build on children's emerging ideas as they play.