Jitterbugs Day Nursery

Inspection of Jitterbugs Day Nursery 72 Royd Street, Milnsbridge, Huddersfield HD3 4QY

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

Smiling, happy children are at the heart of this welcoming nursery. The key-person system works very well. Children develop secure attachments with staff. This helps them to feel safe and secure. Children are greeted by cheerful staff who warmly welcome them, ready for the fun-filled day ahead. Babies have big grins on their faces as they wave to visitors. They are extremely happy here. They excitedly play peekaboo with staff and laugh with glee and delight as they pop bubbles.

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The provision is good

Staff know the children well. They know what they want children to learn next, why and how. The planned resources and activities support the intent for the curriculum. For example, babies access low-level furniture, and toys are placed at reaching distance to help develop their physical skills. This helps children to make good levels of progress.

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The provision is good

Children are incredibly confident. They introduce their peers by name to the inspector and talk about the things that they are good at. They play harmoniously with the many friends they make. Children make birthday cakes out of dough and sing songs. They are familiar with the rules and routines at nursery. For example, children remind each other that they should wear aprons while playing in the water tray and work collaboratively to tidy up before playing outside. They are keen to learn and relish the challenges on offer. Older children enjoy varied opportunities for writing and have a go at writing their name. They proudly show their work to staff, who value their efforts.

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need to do better?

n Staff spend time talking and interacting with children. They introduce them to the meanings of new words such as 'fossil' and model animal names to young children. This helps children to learn new vocabulary. While interactions are positive, staff do not always consider how to promote children's thinking skills to the highest level. For example, they use many questions with only 'yes' or 'no' answers. n Staff work very well with parents and other professionals to ensure that children with special educational needs and/or disabilities receive the early help they need. Parents are informed about progress and share strategies to support children. Additional funding is spent well to directly benefit children. For example, staff purchase sensory equipment to help children be calm and regulate their emotions. n Overall, children behave well. They are mostly busy and focused in play. However, staff do not always help children to understand why they should not

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need to do better?

do things. For example, children are asked to 'stop', but staff do not always give them a clear explanation to develop their sense of what is right and wrong.

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need to do better?

19 October 2022 n Children benefit from various trips to the train station, the supermarket and post office and walks in the woods. Groups of children regularly visit the local elderly residents' home. They bake, craft and sing songs with the older generation. Children donate food to the local food bank. This helps them to be respectful, contribute to the community and make a positive difference. n Children develop a love of reading. They listen carefully as animated staff read stories. Children show empathy as they discuss how the monster feels. They take books home from the 'lending library'. These are shared with parents, who understand the benefits of reading to children. n Mealtime routines promote children's independence. Babies feed themselves nutritious meals. Older children are encouraged to use a knife and fork. The oldest children line up to be served their meals. This helps them successfully

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need to do better?

prepare for their transition to school. n Children learn how to keep themselves safe. They talk about the health benefits of fruit and vegetables as they tuck into 'cowboy pie' at lunchtime. They enjoy daily exercise in the large outdoor spaces. Children learn about road safety while on walks in the local community. Regular discussions with both children and their parents highlight the risks children face online and how they can stay safe while using the internet. n Parents are extremely positive about the nursery. They are well aware of what children are learning through parents' evenings and the nursery app. They are encouraged to access local initiatives and provided with countless ideas to support children's learning. Parents compliment the staff, who they say are 'worth their weight in gold'. n Leaders are dedicated and committed to their roles. They want the very best for the nursery and the children who attend. They work hard to continuously

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need to do better?

improve. For example, they regularly observe staff's teaching and suggest ways this could be strengthened. Staff, many of whom have worked here for a number of years, say that this is a great place to work. They feel well supported in their roles.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders promote an open safeguarding culture. This means that staff are clear about the importance of reporting any concerns. This helps to keep children safe. Staff have a good knowledge of the signs and symptoms that may indicate that a child is at risk of harm. They receive regular safeguarding training. Knowledge is refreshed in staff meetings. The provider follows effective recruitment and vetting procedures to make sure that all staff are suitable. Staff deployment is effective. This means children are well supervised. Regular risk assessments are carried out to enable staff to identify any hazards. Appropriate action is taken quickly.

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should:

n further develop staff's interactions with children to encourage thinking skills through effective questioning n help support children to understand actions and consequences for their behaviour to develop their knowledge of what is right and wrong.

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Setting details

Unique reference number EY256796 Local authority Kirklees Inspection number 10229478 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care

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inspection

Total number of places 40 Number of children on roll 68 Name of registered person Jitterbugs Nurseries Ltd

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reference number

Telephone number 01484 460718 Date of previous inspection 26 January 2017

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Information about this early years setting

Jitterbugs Day Nursery registered in 2003. It is situated in Huddersfield, West Yorkshire. The nursery employs 20 members of staff, 13 of whom hold appropriate early years qualifications at level 2 or above. The nursery opens Monday to Friday, from 7.30am to 6pm, all year round, except for bank holidays and closure over the Christmas period. It provides funded early education for two-, three- and four-year- old children.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The inspector viewed the provision and discussed the safety and suitability of the premises. n The manager and inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n Children spoke to the inspector during the inspection. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The inspector carried out joint observations of group activities with the manager. n Parents shared their views of the setting with the inspector. n The manager showed the inspector documentation to demonstrate the suitability

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Inspection activities

We carried out this inspection 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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Inspection activities

19 October 2022 regulates and inspects to 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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