Jungle Junction

Jungle Junction Duke Street, Manchester, M34 2AN

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Inspection date

Previous inspection date 15 May 2018 Not applicable

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3

Effectiveness of the leadership and management Requires improvement Quality of teaching, learning and assessment Good 2

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3

Personal development, behaviour and welfare Requires improvement Outcomes for children Good 2

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This provision requires improvement. It is not yet good because:

 The key-person system is not fully effective. Although each child is assigned a key person, the arrangements do not always meet children's needs. Some parents are not aware of who their child's key person is.  The systems used to engage and involve parents in children's learning and development are not always successful.  Less-experienced staff and staff who are new to the nursery do not provide the highest quality of teaching, so that children make the very best progress possible.  Occasionally, staff working with two-year-old children fail to explain the reasons why rules and boundaries are in place, to further support children's good behaviour.

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It has the following strengths

 The leadership team is reflective and committed to improving the quality of the provision. They have a realistic awareness of areas to develop and are extremely focused on driving forward improvements. They have already begun to implement positive changes.  Staff are aware of what children need to learn next. They generally plan activities and provide experiences that motivate children and ignite their natural curiosity for learning. Overall, teaching is good. Well-qualified staff support children, including those in receipt of additional funding, to make good progress in readiness for future learning and school.  Support for children who have special educational needs and/or disabilities and those who speak English as an additional language is strong. The experienced special educational needs coordinator works closely with external professionals. Together they provide personalised and effective support for children who need additional help.

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What the setting needs to do to improve further

To meet the requirements of the early years foundation stage the provider must:

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Due Date

 establish an effective key-person system to build effective partnerships with parents and fully meet children's individual needs. 15/06/2018

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Due Date

To further improve the quality of the early years provision the provider should:

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Due Date

 strengthen systems to involve parents in children's learning and development  build on the systems for induction, training and support for new and less-experienced staff  provide consistent explanations to two-year-old children and further support their understanding of why rules and boundaries are in place.

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Inspection activities

 The inspector toured all areas of the nursery. She observed the quality of teaching indoors and outdoors, and assessed the impact this has on children's learning.  The inspector held a meeting and held ongoing discussions with the manager and operational manager. She carried out an evaluation of teaching with the manager.  The inspector spoke to staff and children at appropriate times during the inspection.  The inspector account of the views of parents through discussions and written feedback obtained prior to inspection.  The inspector looked at relevant documentation, such as policies, procedures and children's records, reviewed self-evaluation and checked evidence of the suitability of staff.

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Effectiveness of the leadership and management requires improvement

Staff leave rooms to take care of children's personal care. They call for support from colleagues in other rooms. However, although required staff-to-child ratios are maintained overall, key persons are not always deployed effectively to fully meet children's needs. Safeguarding is effective. All staff are trained in child protection procedures. They know what to do if they have concerns about a child or the behaviour of a colleague. A high level of security is maintained. For example, security cameras contribute towards the safety of the premises. Staff are generally supported well in their professional development. For example, they have one-to-one meetings with the manager, and peer observations provide some opportunities for staff to share their skills with each other.

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Quality of teaching, learning and assessment is good

Babies explore jelly with their hands and feet. They are enthralled watching bubbles and use good physical skills to excitedly try to catch them, squealing with delight when they pop. New and trainee staff do not yet provide children with very high-quality teaching so that they make the best progress possible. Nonetheless, this does not have a significant impact on children's learning and development, as these staff receive some support from an experienced mentor. Therefore, overall, children make good progress. Staff update parents with children's development. They have systems to help parents contribute towards children's learning. However, these methods are not well used by all parents to provide even more consistency in supporting children's future learning.

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Personal development, behaviour and welfare require improvement

Recent changes to the staff team have resulted in changes to children's key person. Parents are not always made aware of this. This does not foster strong relationships, and some parents are more involved in children's learning than others. Nonetheless, as some consistent members of staff are deployed in base rooms, children appear happy and, overall, settle well. Children have regular opportunities to play outdoors in the fresh air. Older children benefit from football lessons and babies have weekly yoga sessions. The chef provides healthy meals and caters for any specific dietary requirements. Staff are trained in positive behaviour management strategies and children mostly behave well. However, sometimes staff working with two-year-old children fail to fully implement these methods. This results in some very minor occasions of negative behaviour as children do not always understand the consequences of their actions.

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Outcomes for children are good

Older children display a strong sense of self-worth. For example, they are rewarded with the accolade of 'special helper' and delight in taking on extra responsibilities at lunchtime. Toddlers are highly confident and self-assured. For example, they positively talk about feelings. They identify facial features on pictures and exclaim, 'Happy face'. Children concentrate when threading beads and persevere to fit together the correct pieces on a large floor puzzle. All children make at least typical progress from their starting points.

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Setting details

Unique reference number EY497637 Local authority Tameside Inspection number 1052553 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 4 Total number of places 109 Number of children on roll 105 Name of registered person Jungle Junction Ltd

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reference number

Date of previous inspection Not applicable Telephone number 01614253031

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reference number

Jungle Junction registered in 2016. The nursery employs 17 members of childcare staff, including the manager. Of these, one holds a recognised early years qualification at level 6, seven hold level 3 and four hold level 2. The nursery opens Monday to Friday, all year round, from 7.30am until 6.30pm. It provides funded early years education for two-, three- and four-year-old children.

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reference number

This inspection was carried out by Ofsted under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the early years foundation stage.

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reference number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection.

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reference number

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reference number

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reference number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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