Jingle Jungle Nursery

Inspection of Jingle Jungle Nursery 5 Alton Street, London, Tower Hamlets E14 6BZ

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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

Staff create a warm and welcoming environment to help children to feel happy and secure. They provide activities that are inviting and of interest to children. Most children choose activities and settle quickly. Some children who are new to the setting take longer to settle. During this time, staff support new parents with the morning routine and reassure children.

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The provision is good

Managers have built a well-designed curriculum that is ambitious for all children. They plan age-appropriate activities that extend on what they know children can already do. Staff successfully implement the curriculum. Younger children play with toy animals, and staff support them to name the animals and make animal sounds. Older children practise using scissors, such as they cut out different shapes to make animal faces. Staff talk to children about the key features that animals have. Children make good progress and build on their prior knowledge.

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The provision is good

Staff support and encourage children when they find activities more difficult. Children try to use tweezers to complete a colour-sorting activity. Staff model how to use the tweezers. Children sit with staff and practise using the tweezers for long periods of time. They are proud when they complete the activity and share their achievements with staff. Staff praise children for their effort and determination.

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need to do better?

n Most children who attend the nursery speak English as an additional language. Staff create a language-rich environment to support all children. They plan which key vocabulary they would like children to learn next. For example, when children play with water, staff repeat words such as 'splash' and 'pour' while they model playing. Children repeat after them and begin to use the words in the right context. n Managers and staff give parents and children clear messages to support their understanding of healthy eating. Managers invite parents to attend workshops about healthy foods and foods they should limit. They provide information and displays that are visual. Staff talk to children about fruit and vegetables at mealtimes and describe the benefits of healthy foods. As a result, families understand the regular messages, and children bring healthy lunches from home. n Staff promote the development of children's independence skills. Children

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need to do better?

participate well in self-care routines. They wash their hands after going to the toilet and before mealtimes. Staff talk to children who are toilet training about how to undress and dress themselves. Mealtime routines are very successful, and children practise their independence well. n Managers work well with external agencies. They have responded well to

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need to do better?

17 April 2024 feedback about dental hygiene in the local community. Staff have attended dental health awareness training on oral health and healthy eating. However, at times, staff do not use the training materials and resources effectively. This can affect the quality of teaching about oral health and toothbrushing. n Key persons have a strong knowledge of children. They observe, assess and plan activities to develop children's skills. With guidance from staff, children learn how to hold and aim spray bottles. They squeeze the trigger to create group artwork. This helps children to improve their coordination and manual dexterity skills. n Parents are very positive about the care and learning experiences their children receive. They comment on how much progress their children have made, especially in their language skills. Parents are pleased with the ideas that staff provide them with when preparing children for school. Parents are beginning to

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need to do better?

use the new learning app to help them to support their children's learning at home. n In general, children behave well. Staff encourage children to share and use good manners. However, on some occasions, staff do not set clear rules and boundaries. During small-group and structured activities, children become distracted as staff stop the activities to manage children's behaviour. This means that other children have to wait for staff to return and, at times, they lose interest and move away.

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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 support staff to reflect on the training they attend and evaluate the impact on children n ensure that staff consistently help children to understand expectations for their behaviour, such as by establishing clear rules and boundaries.

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Setting details

Unique reference number EY538132 Local authority Tower Hamlets Inspection number 10316971 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 Sessional day care

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inspection

Total number of places 46 Number of children on roll 32 Name of registered person Jingle Jungle Ltd

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reference number

Telephone number 0788 214 6620 Date of previous inspection 23 May 2018

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Information about this early years setting

Jingle Jungle Nursery registered in 2016. It is located in Poplar, in the London Borough of Tower Hamlets. The nursery employs seven members of childcare staff. Of whom, six staff hold appropriate early years qualifications at level 2, level 3 or level 4. The nursery opens from Tuesday to Thursday, during term time. Sessions are from 9.30am to 2.30pm. 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 routine inspection the nursery 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 nursery. n The managers joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want children to learn. n The inspector spoke to children to find out about their time at the nursery. n Staff and parents spoke to the inspector during the inspection. n The inspector observed the quality of education being provided and assessed the impact on children's learning. n The inspector carried out joint observations of routines and activities with the manager. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the nursery.

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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

17 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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