Jo Jo Childcare

Inspection of Jo Jo Childcare 54 London Road, Coalville, Leicestershire LE67 3JA

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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 are happy and settled in this family oriented nursery. Children build secure bonds with staff, who get to know each child as an individual. Children arrive at nursery excited to see what interesting things staff have set up for them to explore. Staff use what they know about the children and their knowledge of child development to provide exciting opportunities for all children, including those who are disadvantaged or with special educational needs and/or disabilities (SEND). This leads to children making good progress in all areas of learning.

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The provision is good

Leaders have created an ambitious curriculum that builds on their 'golden threads' ethos of communication, independence, healthy lives, kindness and community. Staff are positive role models for children, who, in turn, demonstrate good behaviours. Staff speak to children with respect, reminding them to listen to their friends when they are asking a question during a group activity. Staff promote children's emotional well-being by providing calm baskets and supporting children to label their emotions, to help children build confidence in managing their own feelings.

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need to do better?

n The nursery benefits from strong leaders who have a clear understanding of what they want children to learn. They work with staff to achieve this. They provide staff with purposeful professional development opportunities and training, as well as supporting staff's mental health and well-being. Staff feel valued by leaders, which promotes a positive environment for staff and children. n Parent partnership is strong. Parents comment that they feel part of a family and that staff not only focus on children's academic learning, but also on supporting the whole family. For example, staff provide resources, such as books, to share at home about a range of topics. Staff work with parents to create routines at home and at nursery that meet children's individual needs. n Children develop a good understanding of their community and the wider world. Staff include children's diverse cultures into learning activities, which promotes

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need to do better?

their sense of belonging. For example, they recently took part in creating national flags and trying traditional foods shared by families from different cultures. Children are given opportunities to explore the wider community in which they live, such as taking trips to the local park, shops and fire station. n Children develop good physical development skills. The setting uses additional funding to provide sports coaching and dance sessions. This supports children, including those who may be disadvantaged, to build their hand-to-eye coordination and gross motor skills. Younger children use a range of tools to scoop coloured rice into different containers, building their small motor skills. n Staff promote children's independence skills. For example, staff help older

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need to do better?

28 March 2025 children to wash their own plate and cup after snack time. Younger children are supported by staff to put their own shoes on to go outside. n Staff plan a curriculum around what they want children to be able to understand and do before they move onto school. Staff are ambitious in what they want children to be able to do. However, on occasion, staff do not adapt activities well enough to the needs of the children taking part. Subsequently, some children struggle to remain engaged. n Staff develop children's communication and language skills by providing a variety of activities that focus on key vocabulary. Children who need more-targeted support receive focused teaching to meet their individual needs, ensuring that they continue to make progress with their speaking. Staff engage children in meaningful conversations, valuing and responding to what they say. As a result, children become confident communicators.

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need to do better?

n Children develop good mathematical knowledge. Children use language such as further, shorter, big and small. For example, as children jump from crates in the garden, a staff member marks the distance that each child jumps. Children use language of distance that they have learned as they compare with each other. This helps to put mathematical concepts into relatable experiences. Children also develop their understanding of numbers and counting. During a group session, children use pictures of aliens in flying saucers to recognise numerals. Younger children are supported by staff to touch each alien to arrive at the correct number while singing a song.

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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 adapt learning opportunities to meet the needs and abilities of all children.

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Setting details

Unique reference number EY491026 Local authority Leicestershire Inspection number 10376591 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 36 Number of children on roll 39 Name of registered person Wilson, Jo-Anne Marie

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reference number

Telephone number 01530815422 Date of previous inspection 28 May 2019

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Information about this early years setting

Jo Jo Childcare registered in 2015 and is located in Coalville, Leicestershire. The nursery operates for 50 weeks of the year, closing for the Christmas and Easter holidays. It opens from 7am to 6pm, Monday to Friday, except for bank holidays. The nursery employs 11 members of childcare staff, including the managers. Of these, nine hold appropriate childcare qualifications at level 3. The nursery provides funded education for two-, three- and four-year-old children.

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Inspection activities

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 with the inspector during the inspection. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n Staff spoke to the inspector about how they support children with SEND. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector and the manager carried out a joint observation of a group activity. n The inspector spoke to several parents during the inspection and took account of their views. 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

28 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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