Jack In The Box

Jack In The Box

Unique reference number (URN): EY495357 Address: Jack in The Box Nursery, 651 Uttoxeter Road, STOKE-ON-TRENT, ST3 5PZ Type: Childcare on non-domestic premises Registered with Ofsted: 21/12/2015 Registers: EYR, CCR, VCR Registered person: Jack In The Box (Day Nursery) 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 make expected progress from their starting points across the areas of learning. They develop communication and language as they begin to use words, sounds and gestures to express their needs and ideas. Some children use early words and simple phrases, while others use sounds and non-verbal communication. Babies listen attentively and begin to follow simple instructions, showing increasing awareness and engagement. However, they do not have consistency in the continuity of their learning when they move to the toddler room.

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Achievement Expected standard

Children, including those with special educational needs and/or disabilities, develop their engagement and participation. They can sustain attention for short periods and take part in activities alongside their peers. Children develop the knowledge and skills needed for the next stage of their learning. They show positive attitudes to learning. Children are motivated, curious, and interested in their play, and keen to take part in activities such as mark-making. Overall, children gain the foundational skills they need to support their future learning.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff create a positive environment and act as consistent role models, establishing clear expectations for behaviour and routines. Staff typically use calm guidance, modelling and reminders, such as encouraging 'kind hands', to support children's understanding of appropriate behaviour. As a result, children show kindness towards others and begin taking turns and sharing resources.

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Behaviour, attitudes and establishing routines Expected standard

Staff generally consider children's age and stage of development when supporting behaviour. They typically adapt their approach, including modelling language, providing reassurance, and adjusting expectations to meet individual needs, including for children with special educational needs and/or disabilities. Children develop confidence, begin to manage their behaviour and feel secure within the setting.

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Behaviour, attitudes and establishing routines Expected standard

Staff support children to play alongside others and take part in shared experiences. They encourage children to listen, contribute their ideas and engage in group activities.

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Behaviour, attitudes and establishing routines Expected standard

Leaders promote the importance of regular attendance. They make timely contact with families and, where needed, work with other professionals to support attendance. Leaders also provide opportunities for children to revisit experiences, helping them to recall learning and ensuring that children who attend fewer days can access the full curriculum. This helps children to attend regularly, establish secure routines, feel settled and ready to learn.

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Children's welfare and wellbeing Expected standard

Leaders and staff generally prioritise children's welfare, wellbeing, and implement care practices that meet children's individual needs. Staff typically build secure relationships with children and provide attentive care through daily routines. They recognise the importance of developmentally appropriate weaning for babies. Staff provide opportunities for babies to explore different tastes and textures, helping them develop the facial muscles needed for speaking. They also work with parents to support children to move through feeding stages at appropriate times. Staff support children's physical development and independence, for example, encouraging them to use spoons, forks and to drink from open cups as they progress. However, staff do not yet use daily routines consistently to help children understand how to make healthy choices.

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Children's welfare and wellbeing Expected standard

Leaders have adjusted arrangements in the pre-school room to support children's emotional needs. They provide opportunities for children who need a quieter start to the day and additional space to settle, helping to support smooth transitions and promote children's emotional wellbeing.

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Children's welfare and wellbeing Expected standard

Leaders ensure appropriate risk assessments are in place, including for the learning environment, to ensure resources are safe and suitable for children, including babies. Staff follow effective hygiene practices, including safe food preparation.

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Curriculum and teaching Expected standard

Leaders prioritise communication and language, physical development, and personal, social and emotional development in the curriculum. Staff are skilled in supporting children's language development through ongoing interactions, modelling vocabulary, narrating play and encouraging children to share their ideas.

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Curriculum and teaching Expected standard

Staff provide opportunities for children to develop early mathematical understanding through their play. They integrate mathematical concepts into the learning environment, both indoors and outdoors. Children access resources, such as balances and number lines, supporting their awareness of quantity and measurement in meaningful contexts.

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Curriculum and teaching Expected standard

Leaders and staff use assessment to identify children's needs and inform teaching. They plan learning based on children's starting points. Staff support children with special educational needs and/or disabilities through targeted strategies, such as visual prompts and focused interactions, ensuring they can access the curriculum. However, the planning of the learning environment does not yet provide a seamless progression for children transitioning from the baby room, ensuring a precise match to their developmental needs.

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Curriculum and teaching Expected standard

Communication between staff is not consistently embedded, ensuring that all those working directly with children have a comprehensive understanding of each child's learning priorities. This is particularly evident in the absence of key persons, where teaching is not always as precisely matched to children's next steps.

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Inclusion Expected standard

Leaders and staff typically create an inclusive environment and effectively identify children's individual needs. Staff observe children closely and work with parents to identify needs early, including through the two-year check and ongoing assessment. They make timely referrals to external professionals so children can access the support they need. Leaders prioritise early intervention, providing targeted and intensive language support for two-year- old children. Leaders generally take clear action to reduce barriers to children's learning and wellbeing. Staff typically use strategies, such as visual prompts, repetition and children's interests, to engage children and support their communication. They ensure children with special educational needs and/or disabilities take part in activities alongside their peers, helping them to build confidence and feel included. Leaders use additional funding effectively to

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Inclusion Expected standard

provide targeted one-to-one support, including helping children to regulate their emotions and develop their communication skills.

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Inclusion Expected standard

Leaders work in partnership with professionals, including health visitors, the local authority and speech and language therapists, to shape children's support. They maintain open communication with families and signpost them to relevant services so children can receive the support they need. Leaders monitor children's progress and regularly review support to ensure it meets children's needs.

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Leadership and governance Expected standard

Leaders understand the setting's strengths and take action to improve identified areas. For example, they have identified the outdoor learning environment as a key area for development and are taking steps to strengthen how it supports children's learning.

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Leadership and governance Expected standard

Leaders support staff effectively and prioritise their wellbeing and development. They provide opportunities for staff at all levels to develop their skills, including supporting apprentices and enabling staff to take on leadership roles, such as room leader. This helps staff to build the knowledge and confidence needed to carry out their roles. Leaders ensure appropriate induction arrangements are in place so staff understand their responsibilities from the outset. They implement systems to help staff manage their workload effectively.

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Leadership and governance Expected standard

Leaders make decisions in the best interests of children, particularly those with special educational needs and/or disabilities. They work in close partnership with the local authority and other professionals involved in children's care and welfare to ensure children receive coordinated and timely support.

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Leadership and governance Expected standard

However, leaders have not yet embedded sufficiently robust monitoring systems to ensure consistent provision for all children across the setting. This means that, at times, practice is not fully aligned with children's learning priorities.

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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

Children arrive happily and settle quickly, showing they feel safe, secure and well cared for. They form warm, trusting relationships with staff and receive attentive care through everyday routines. Babies seek comfort from familiar adults, receiving cuddles and reassurance, and settle to sleep calmly, waking contentedly. Staff demonstrate due diligence in following safe sleep practices. Children are eager to attend and establish familiar routines, while leaders work with parents to support regular attendance. Children show they feel a secure sense of belonging, confidently seeking out familiar adults and engaging alongside their peers.

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Inspector:

Children engage eagerly in a range of valuable learning experiences. Pre-school children explore emotions through activities, such as drawing faces and talking about what makes them feel different emotions. Staff support children in sharing their ideas and listening to others, helping them develop early communication and social skills. Toddlers learn about their own homes and families, developing an understanding of their identity and that of others.

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Inspector:

Children benefit from a range of outdoor experiences and enjoy playing and learning outdoors. They explore movement, such as balancing and climbing, to develop coordination and support their physical development.

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Inspector:

Children, including those with special educational needs and/or disabilities, are supported well. Staff work closely with parents and external professionals to identify needs early and provide appropriate support. Staff prioritise children's interests and fascinations, supporting them to engage in activities that interest them and learn alongside their peers.

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Inspector:

Children develop independence and confidence. They manage routines, such as toileting, and make choices in their play. Overall, children achieve well from their starting points. They develop communication, social skills, and early learning that prepare them for their next stage.

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Next steps

Leaders should enhance the learning environment, especially for toddlers to ensure it is developmentally appropriate and builds progressively on children's prior knowledge and skills. Leaders should strengthen communication systems so that all staff are consistently aware of children's next steps, particularly when key persons are absent. Leaders should review the menu and daily routines to maximise opportunities to support children's understanding of healthy lifestyles. Leaders should extend monitoring to ensure planning and teaching approaches are implemented consistently by all staff.

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About this inspection

The inspector spoke with leaders, practitioners, and the SENCo, during the 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. Anne Dyoss

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Address:

Jack in The Box Nursery 651 Uttoxeter Road STOKE-ON-TRENT ST3 5PZ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Jack In The Box (Day Nursery) 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.

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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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