Jumping Jacks Nursery

Jumping Jacks Nursery 43 Powder Mill Lane, Whitton, Twickenham, Middlesex, TW2 6EF

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Inspection date

Previous inspection date 14 June 2018 2 July 2015

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 The manager who is also the provider plays an active part in the day-to-day running of the nursery. She reflects on practice and the provision to maintain the good-quality childcare.  The manager is a good role model, she leads by example. She provides a variety of interesting resources and activities to promote children's curiosity. Children are enthusiastic learners who are eager to join in.  Children's early literacy skills are supported well. For example, children sit three toy bears on chairs of different sizes and mix porridge oats for them to eat. Together they recall favourite parts of the story. Children are keen and enthusiastic to act out traditional stories.  Staff support children's healthy lifestyle well. For example, children have ample time outdoors. They excitedly dig in the mud kitchen, test out their physical ability as they ride trikes as fast as they can, and pick fresh strawberries for their snack.

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It is not yet outstanding because:

 On occasion, staff do not always precisely plan activities to extend children's learning to an even higher level.  Embed systems for tracking different groups of children and use additional funding even more effectively to help narrow gaps in attainment for these children to consistently help them to catch up.  The manager does not always encourage staff to identify and access further training opportunities to support their continuous professional development.

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What the setting needs to do to improve further

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

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What the setting needs to do to improve further

 extend the good use of assessments to precisely and consistently plan challenging activities to help children make even better progress  use additional funding even more effectively, and measure more closely the impact of additional funding on children's learning to help make sure that outcomes for children are improving even more rapidly  provide staff with more opportunities to develop their professional skills to raise the standard to an even higher level.

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Inspection activities

 The inspector viewed documentation, including children's records, risk assessments, accident, incident and complaint records.  The inspector checked staff qualifications, training certificates, such as food hygiene, and their ongoing suitability.  The inspector completed a joint observation with the manager and assessed the impact of the quality of teaching and learning.  The inspector spoke to children and observed them during their play.  The inspector spoke with parents to seek their views and comments.

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Effectiveness of the leadership and management is good

Safeguarding is effective. Children's welfare and well-being are enhanced by the consistent implementation of policies, procedures and practice. The manager works with partner agencies to safeguard children. She follows up any complaints and notifies appropriate agencies to ensure that all complaints are dealt with in a timely manner. The manager and deputy manager assess risk in the nursery and outdoors. The manager helps children learn to keep safe. For example, children eagerly shout out what they need to do in the event of a fire. Robust recruitment, vetting and induction system are in place to ensure staff are suitable to work with children. Leaders meet regularly with staff to discuss their performance and ongoing suitability.

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Quality of teaching, learning and assessment is good

The manager has a secure knowledge and understanding of how to promote the learning and development of children and what they can achieve. Staff support children's imagination and creativity to a good level. For example, staff sit with children and help them to cook dinner for the baby dolls. Toddlers grasp glue sticks while they stick feathers and shiny paper together. They push spaghetti pasta into the play dough as they sing 'Happy Birthday'. The manager and staff explore ideas and question skilfully as they play alongside children to extend their learning further. The manager and staff keep parents well informed about their children's progress. For example, they share termly reports with them and the progress check for children aged between two and three years, as required.

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Personal development, behaviour and welfare are good

The manager and staff promote diversity well. They provide a wide range of opportunities for children to learn about different people and the community, beyond their immediate experiences. For example, children practise their coordination as they pick up noodles with chop sticks. They see a range of written text in other languages and talk about Eid during circle time. Staff are very good role models. They are respectful and courteous. For example, they encourage children to say 'please and thank you'. Parents share information with staff to contribute to initial assessments when children first start to help them settle in. The key-person system works effectively to engage parents, including those parents who are more reluctant to. Children's very good behaviour shows they are emotionally secure.

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Outcomes for children are good

Children practise their handwriting skills and they make good attempts to write their name. Older children count beyond 20 and recognise different sizes and shapes. Children are confident and independent, older children practise their self-help skills. For example, they use the bathroom independently, wash their hands and pour a drink at mealtimes. All children make good progress from when they first start. They are well prepared for the next stage in their learning and their eventual move on to school.

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Setting details

Unique reference number EY216743 Local authority Richmond upon Thames Inspection number 1125293 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 2 - 4 Total number of places 28 Number of children on roll 45 Name of registered person Jumping Jacks Nursery Limited

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reference number

Date of previous inspection 2 July 2015 Telephone number 0208 755 3033

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reference number

Jumping Jacks Nursery registered in 2002. The nursery is open Monday to Friday, from 8am to 6pm, all year round apart from one week at Christmas. The nursery receives funding for the provision of free early education to two-, three- and four-year-old children. The nursery employs five staff, four hold appropriate early years qualifications.

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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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