The House That Jack Built Nursery

Inspection of The House That Jack Built Nursery Building 2, Victorian Terrace, Bucknalls Lane, Watford WD25 9XX

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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

Children of all ages demonstrate that they are happy and settled in this friendly nursery. They are excited to arrive and are greeted warmly by enthusiastic leaders and staff. Babies hold their arms out to their nurturing key staff, smiling at their warm interactions. Older children enthusiastically make their way to their rooms, chatting to staff about the day's activities.

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The provision is good

Children are highly confident and engage deeply in numerous age-appropriate activities in this stimulating learning environment. Babies giggle and interact well with adults, passing them toys and engaging them in play. Older children demonstrate pride in their efforts and achievements. Staff provide opportunities for children to show off their talents. For example, children delight at discussing their artwork, which staff display in frames for everyone to see.

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The provision is good

Staff support children's transitions through the nursery and beyond well. Processes in place when children move rooms are flexible and support their specific needs. Children spend increasing periods in their new rooms with the support of their nurturing key staff. Daily group sessions allow children to become familiar with the environment, staff and changing routines. This well-considered approach supports all children to settle swiftly in their new environment and continue making good progress.

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need to do better?

n Children's literacy development is promoted well across all areas of the setting. Staff embrace children's love of books and use this as a basis for their learning. For example, babies confidently explore a sensory activity based on their favourite story 'We're Going on a Bear Hunt'. They become engrossed in feeling the textures of foam and rice that represent key features of the story. Older children regularly refer to books during activities. During play, children mimic the interactive story sessions staff provide by reading their favourite stories to friends. n Relationships with parents are strong and supportive. Leaders provide numerous opportunities for parents to gather insight into children's learning via the online journal system and during regular consultation sessions. Leaders plan social events where families engage with one another and staff. Parents comment on the high-quality care children receive from attentive staff and passionate leaders.

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need to do better?

They acknowledge how this supports children to settle well, make good progress and enjoy their time in the nursery. n Leaders are committed to enhancing the care they provide for children. Their continuous evaluation of children's needs allows them to develop a precise and well-considered curriculum. This is implemented particularly well in the baby

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need to do better?

18 March 2025 room. All staff in this area have a robust understanding of the curriculum and are observed supporting children's individual needs superbly. Additional support will enable staff in all areas of the nursery to develop their practice to the same exceptional standard. n Partnerships with other professionals promote children's development well. These relationships are particularly strong when supporting children with special educational needs and/or disabilities. Leaders and staff liaise closely with parents and other specialists involved in children's development. This coordinated approach provides consistency for children and supports them in making good progress from their starting points. n Children's learning is well sequenced throughout the nursery. Teaching builds on what children know and can do and supports them in achieving their next steps. This is observed particularly well when supporting children's language and

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need to do better?

literacy skills. Staff in the baby room expose children to extensive vocabulary, role modelling simple words and sounds at every opportunity. Toddlers go on 'treasure hunts' and explore the objects they find and their initial sounds. Older children learn to breakdown words using their 'robot voices' and develop more extensive language and communication skills. n Morale is high and staff report that they feel well supported. Staff discuss the numerous training opportunities leaders provide and how this promotes their confidence in their roles. Leaders plan various fun group activities to encourage staff to bond as a team. Where appropriate, leaders engage external support to further promote staff well-being.

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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 enhance methods of coaching and mentoring to support staff to consistently deliver exceptional learning opportunities across all areas of the nursery.

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Setting details

Unique reference number EY544670 Local authority Hertfordshire Inspection number 10376132 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 42 Number of children on roll 54 Name of registered person Philbec Nurseries Limited

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reference number

Telephone number 01923 664421 Date of previous inspection 17 May 2019

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Information about this early years setting

The House That Jack Built Nursery registered in 2017 and is located in Watford, Hertfordshire. The nursery employs 13 members of childcare staff. Eight staff hold appropriate early years qualifications at level 3 or above. The nursery opens from 8am until 6pm, Monday to Friday, all year round, except for a week in December and bank holidays. It provides funded early education for children aged nine months to four years.

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Inspection activities

n The inspector considered the views of parents by speaking to several during the inspection and viewing feedback letters. n The inspector looked at relevant documents, including evidence of the suitability of all staff. n The inspector observed the interactions between staff and children during activities. n The inspector observed the quality of teaching to assess the impact on children's learning. n The inspector and leaders completed a joint observation of an activity to assess the quality of teaching. n The inspector held discussions with staff about the monitoring of learning and development in the setting and tracked the progress of several children.

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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

18 March 2025 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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