Jack and Jill Day Nursery and Preschool Upton

Partou Upton Day Nursery & Pre-School

Unique reference number (URN): EY479011 Address: 340 Upton Road, Upton, Wirral, CH43 9RW Type: Childcare on non-domestic premises Registered with Ofsted: 29/10/2014 Registers: EYR, CCR, VCR Registered person: Wirral Nurseries Limited

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Expected standard

Children who face barriers to their learning and/or wellbeing make steady and sustained progress, particularly in their social interactions and communication. For example, children learn to play alongside their friends. Babies babble happily with staff. This helps them to develop an understanding of two-way conversations. Older children develop independence as they see to their own toileting needs. Children learn to serve themselves at lunchtimes. They confidently use a range of tools, such as tongs, to pick up food items. Children skilfully use a jug to transport water from the sink and then pour it into the baby bath. These skills help children to develop a 'can-do' attitude and build on their confidence, resilience and self- esteem. Babies persevere at pushing the pom-poms into the cardboard box. Older children work together to build towers out of large bricks. Children are able to concentrate on tasks

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Achievement Expected standard

and are building the foundation for future learning.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff create a positive culture in which children and babies can grow and develop. They set age-appropriate expectations for children's behaviour. Staff role model expected behaviours, such as using polite manners, and they consistently praise positive behaviour. Clear, established routines help children to know what is happening now and next. This helps children develop a sense of familiarity and security. For example, children know that they need to line up and 'tiptoe quietly' as they go outside.

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Behaviour, attitudes and establishing routines Expected standard

Children learn from an early age how to take turns and be kind to their friends. For example, children intently watch the sand timer as they wait for their turn on the spinner. When it stops, they jump up shouting 'my turn' and are rewarded with a calm, respectful handover from their friend. Staff usually interact quickly when minor disagreements occur. They provide children with clear information about what they are doing and how it has upset their friends. This gives children the time and space to think about their actions and choose a suitable alternative.

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Behaviour, attitudes and establishing routines Expected standard

The setting's positive relationships with parents ensure that families feel welcomed and valued. This inclusive approach supports children's regular attendance to form healthy habits for the future.

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Children's welfare and wellbeing Expected standard

Leaders and staff develop warm, trusting and caring relationships with the babies and children. Staff work with parents to establish babies' sleeping, weening and feeding routines. This helps children develop secure attachments and promotes their health and wellbeing.

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Children's welfare and wellbeing Expected standard

Children are supported to manage their own feelings and emotions through activities and stories, such as 'The Colour Monster'. Children are becoming more able to express themselves and seek support from staff. Staff know the children well and generally respond appropriately to changes in children's emotions and needs. This helps children to feel valued and respected.

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Children's welfare and wellbeing Expected standard

Leaders and staff support children to develop healthy habits. For example, they help children to understand what foods they can and cannot eat as they make them feel unwell. Children develop an awareness of the importance of good hygiene practices, such as washing their hands at appropriate times, and are learning about oral health. In addition, children understand the importance of being physically active. Children enjoy the opportunities to practise using the balance beam and riding the bikes. These activities and discussions raise the children's awareness of their own health and wellbeing.

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Curriculum and teaching Expected standard

Leaders and staff are in the process of firmly embedding the new curriculum and assessment process. At this time, there are some inconsistencies in the implementation. As a result, some activities are not appropriately sequenced to help children build on their prior learning. Occasionally, large-group activities do not take into account the needs of all children. This means children are not always able to fully engage in their learning. Nevertheless, children are making progress and are becoming active and interested learners.

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Curriculum and teaching Expected standard

Leaders and staff place a key focus on supporting children's communication and language skills. Stories and songs permeate throughout the setting. Babies giggle in delight as they make animal sounds as staff read to them. Staff repeat phrases, such as 'splat, splat, splat,' as children put their painted hands on the paper. This provides opportunities for children to hear and use new words. Furthermore, children develop the confidence to put forward their own ideas, such as creating a rainbow in the paint.

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Curriculum and teaching Expected standard

Children are confident to select their own books and sit quietly reading. This supports children's early literacy. The teaching of mathematics is generally well established. Older children are confident to count independently and recognise numbers within the environment. Babies have opportunities to pull themselves up on furniture, which helps develop the muscles needed for walking.

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Inclusion Expected standard

Leaders and staff create an environment, where all children are valued, respected and included. They provide appropriate support for children with special educational needs and/or disabilities. Leaders and staff correctly identify when children may need additional support and make the appropriate referrals to partner agencies. Leaders and staff collaborate with parents to create bespoke plans to support their children. Leaders and staff meet regularly to discuss the progress children are making and to consider the effectiveness of the plans in place for them. Plans are shared with all staff and are generally implemented well, but there are some minor inconsistencies in how the curriculum is implemented.

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Inclusion Expected standard

Funding is used to purchase carefully considered resources, such as spinning tops and the 'whizzy wheel'. These resources effectively support individual children's needs and help them to engage in their learning. Furthermore, they are enjoyed and used by all children. Parents are complimentary about the support provided. They comment on how leaders and staff interventions have improved children's learning and development. Ultimately, these interventions are helping to narrow the gap in children's learning.

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Leadership and governance Expected standard

Leaders and staff have worked tirelessly since the previous inspection to bring about improvements in the quality of care and education. This is evident in the findings of this report. Leaders have focused on staff training and development to help them to implement the new curriculum. They are mindful that this is not yet fully embedded in practice. However, mentoring, training and support are helping to bring about effective change. This is further supported by the implementation of a succinct development plan that is helping to drive forward continuous improvement.

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Leadership and governance Expected standard

Leaders are mindful of staff's wellbeing and workloads. Staff speak positively about the recent changes. They acknowledge the beneficial impact on the children's care and education.

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Leadership and governance Expected standard

Leaders and staff work collaboratively to support all children, including those with special educational needs and/or disabilities or those who have other barriers to learning. Funding is used wisely to bring about the best possible outcomes for children, to narrow any gaps in their learning. Partnerships with parents are effective. Parents feel included in their children's care and speak positively about the nursery and staff.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Staff create a warm, welcoming and safe environment for all children, in which they can grow and develop. Children enter happily and call out greetings to their friends and staff. Children and babies are confident to explore and engage in their activities. Staff build positive relationship with children. This helps children to feel safe and secure. Children readily go to staff for comfort, when they are feeling unsure or simply for a cuddle. Babies enjoy the opportunities to sit and read stories with staff. Children who are settling into the nursery, or a new room, are provided with reassurance and lots of cuddles. This helps them to settle into the new routines.

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What it's like to be a child at this setting

Staff have appropriate aspirations for children and want them to do well. They know when to step in to provide additional support, such as helping children to put on their coats, but are respectful of children's wishes when they are told, 'I can do it.' Staff help children to be independent. Babies show determination as they attempt to feed themselves. Staff provide opportunities for children to learn about different cultures and beliefs, as well as exploring the wider world. This helps children to learn about tolerance and respect for others. Children, including those with special educational needs and/or disabilities, develop confidence in their own abilities. They develop the skills that they need to move on to the next stage in their learning.

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Next steps

Leaders should strengthen staff's understanding of the new curriculum so that they consistently identify what children need to learn now and next, to help children build on their prior learning.

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Wirral Nurseries Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection. Leaders should support staff with the organisation of large-group activities so that children get the most out of the intended learning.

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About this inspection

The inspector spoke with the manager, area manager, special educational needs coordinator, staff, children and parents during the inspection.

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About this inspection

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. This data is from 22 January 2026

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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