Jelly Tots Nursery (Goole) Ltd

Inspection of Jelly Tots Nursery (Goole) Ltd Unit 14, Selby Business Park, Oakney Wood Road, Selby YO8 8LZ

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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 Not applicable

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The provision is good

Children are settled and happy, and this includes new children to the setting. Through a well-thought-out and robust settling-in process, all families and children settle quickly into the nursery routines. Children build strong attachments with staff members who are very attentive and kind. They are highly responsive to children's needs and requirements to help them to feel safe and secure.

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The provision is good

All children, including those who may be shy or reserved, are highly confident and flourish. Children are highly motivated learners. Staff are excellent role models for children to learn from. They consistently teach children about the impact of their behaviour and have high expectations of them. All children are keen to help others, understand the rules and routines and instinctively follow them. As a result, children demonstrate wonderful behaviour.

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The provision is good

Children master key skills they need for their future development and are exceptionally well prepared for school. For instance, from an early age, children develop their hand-eye coordination and independence extremely well. Toddlers and young children carefully use water jugs to pour themselves water to drink and serve their own food. They demonstrate high levels of focus and perseverance as they carefully search the outdoor area for mini beasts, shouting out in excitement when they find some.

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need to do better?

n Managers have a clear understanding of what they want children to learn at each age and stage of development. As part of the curriculum, staff support children to become independent in their self-care skills, such as feeding themselves and putting on their coats. The curriculum is well sequenced to encourage children to build on their skills as they transition into the next room and, eventually, school. Children are appropriately challenged. They are confident and develop at a good pace. n Children are developing good levels of communication and language. They are given time to answer questions asked of them. Staff introduce more complex words and phrases, such as 'hibernation' and 'pollination' when discussing the animal environments and bees in the outdoor environment. This also helps children to build an awareness of the world around them. n Children of all ages thoroughly enjoy taking part in songs and rhymes

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need to do better?

throughout the day. Babies are completing the actions to `Wind the Bobbin Up' independently as they wait for their lunch. Older children march around to the `Grand Old Duke of York'. This encourages children's speech and language skills while also building on their increasing vocabulary. n Staff carefully watch and monitor children's development and plan challenging

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need to do better?

5 April 2024 next steps for children's learning in line with their interests. For example, children use a variety of cars to make marks in paint and compare the different sizes of the tyre tracks. Children explore mixing the paint using the cars and their hands. Children make good progress in their learning and development. n Children with special educational needs and/or disabilities receive targeted support from a dedicated team, including the nursery special educational needs coordinator. Important development information is shared with other professionals to support children to make the best possible progress. n Parents value the individual attention and high level of care each child receives. There is a constant two-way flow of communication and, as such, parents feel included in their child's development and the next steps that are planned for their learning. Parents speak of the seamless drop-off and pick -up times each

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need to do better?

day by staff who have cared for the children throughout the day. n Overall, cleanliness of the nursery is good. However, staff do not check the cleanliness of the children's toilets regularly. Staff do not consistently teach children to wipe their own noses and to wash their hands afterwards. This reduces children's ability to maintain their own hygiene practice. n The management team are passionate and committed to the children and families at the nursery. They have built a good relationship with the staff, who report feeling supported and valued as part of a team. They work well together to provide a happy atmosphere. Staff show enthusiasm and commitment to their role, helping to provide good outcomes for all children.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n strengthen hygiene practices across the nursery, to include regular checks of the toilet facilities and ensuring staff consistently teach children how to wipe their own noses followed by washing their hands.

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Setting details

Unique reference number 2718166 Local authority North Yorkshire Inspection number 10338217 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 100 Number of children on roll 72 Name of registered person Jelly Tots Nursery (Goole) Ltd

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reference number

Telephone number 07854781170 Date of previous inspection Not applicable

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Information about this early years setting

Jelly Tots Nursery, located in Selby, registered in December 2022. The nursery employs 15 members of childcare staff. Of these, 11 hold appropriate early years qualifications at level 2 or above. The nursery is open from 7.30am to 6.00pm, Monday to Friday, all year round except bank holidays and two weeks at Christmas. The nursery provides funded early education for two-, three-and four-year-old children.

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Inspection activities

n This was the first 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 manager and the inspector completed a learning walk together to understand how the early years provision and curriculum are organised. n The inspector made observations throughout the inspection of children's experiences in the setting and assessed the impact that this was having on children's learning. n Children spoke to the inspector about their experiences in the setting. n Parents shared their views of the setting with the inspector. n A meeting was held with the manager. This included a review of relevant documentation, including staff suitability and training.

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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

5 April 2024 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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