Jitterbugs Day Nursery

Inspection of Jitterbugs Day Nursery 5 & 7 Trinity Road, Scarborough, North Yorkshire YO11 2TD

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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 Outstanding

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The provision is good

Children are very happy and confident and show a love of learning in this friendly and welcoming nursery. They are independent learners, focused on the many engaging learning opportunities that staff provide. Children show very high levels of engagement in their play. They access activities that are well sequenced over time in the nursery. For example, to support children's physical development, staff encourage young children to spend time figuring out how to crawl through a tunnel. Staff support pre-school children to wait to take their turn on an obstacle course they have designed.

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The provision is good

Staff are excellent role models and treat children with high levels of respect and kindness. They form positive relationships and set high expectations for children's behaviour. Children consistently show what they know and can do with pride. They have a strong sense of belonging in the nursery and understand what is expected of them. For example, pre-school children remind each other of the number of children permitted to play in an area of the provision. They access a mezzanine upstairs by checking in and out using a card system, knowing this is for their safety. Parents and carers comment on how their children thrive in the nursery. They recognise the support their children receive and the progress they make, especially regarding their communication and language.

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need to do better?

n Leaders are passionate and committed. They have a clear vision for the nursery and what they want for children who attend. Leaders reflect regularly on practice to support the staff team in developing and delivering the curriculum. They provide effective supervision sessions and appraisals, staff meetings and in- house training. Staff reflect on their practice and understand what they need to do to improve. They comment on the high levels of support for their professional development and well-being they receive from leaders. n Leaders and staff regularly review the environment and act swiftly to improve the provision. For example, they have recently introduced a specific outdoor space to improve access to outdoor provision for young children. Additionally, staff recently used information gathered from visits to a local setting that supports children with special educational needs and/or disabilities (SEND) to

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need to do better?

inform specific interventions to support all children. This provides an environment that is well considered to support all children's communication and learning. n Staff provide a well-rounded curriculum to support children's personal development. Staff enhance children's well-being, such as through the recent addition of the nursery's pet dog, Winnie. They teach children about their emotions carefully using a familiar story and play resources. This is effectively

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need to do better?

18 July 2025 sequenced to build on what children know as they progress through the nursery. As such, children show high levels of well-being and confidence in the nursery. n Staff know children exceptionally well. They consider children's backgrounds and plan meaningful experiences and activities. For example, when teaching children about taking care of the environment, pre-school children learn about recycling. Children comment on keeping their beach and the oceans clean from plastic and how doing this will make the animals in the sea 'happy and safe'. n Staff's interactions with children during their play are highly effective. They sensitively introduce new concepts that extend what children know and can do by demonstrating, modelling and thinking out loud. Staff consider children's communication and language consistently using effective strategies, such as focusing on introducing specific vocabulary. However, group activities do not

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need to do better?

support all children's learning. For example, the length of group times is quite long, and this results in some children losing focus and concentration. In addition, at times staff's teaching can be fast paced, and this can confuse some children. n Children show high levels of independence throughout the nursery, which is embedded from a young age. Staff set ambitious targets for children to reach by the time they leave for school. For example, they encourage children in the baby room to make simple choices during their snack time. Staff praise toddlers for their effort in attempting tasks around their daily routine. This encourages children to keep trying and know they can make mistakes. Staff are consistent in this approach throughout the child's time in the nursery. This gives children a sense of agency, security and belonging.

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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 reflect on and enhance group sessions to maintain high-quality teaching and learning for all children.

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Setting details

Unique reference number 400096 Local authority North Yorkshire Inspection number 10392371 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 72 Number of children on roll 175 Name of registered person Jitterbugs Nursery Limited

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reference number

Telephone number 01723 370977 Date of previous inspection 19 August 2019

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Information about this early years setting

Jitterbugs Day Nursery registered in 1999 and is situated in Scarborough, North Yorkshire. The nursery employs 24 members of childcare staff. Of these, 16 staff hold appropriate early years qualifications at level 3 or above. The nursery opens all year round, from 7.45am to 5.45pm. It provides government-funded childcare for children of all ages. It is also registered to provide care for older children before and after school and during the school holidays.

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Inspection activities

n The manager and the inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n The inspector spoke to several parents during the inspection and took account of their views. 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 and the manager carried out a joint observation of a group activity. n The inspector observed children during their play activities through 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

18 July 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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