Jumping Jac's Nursery

Jumping Jac's Nursery

Unique reference number (URN): EY358327 Address: Jumping Jacs Nursery, 1 Frankley Avenue, HALESOWEN, West Midlands, B62 0EH Type: Childcare on non-domestic premises Registered with Ofsted: 24/08/2007 Registers: EYR, CCR, VCR Registered person: Jumping Jac's Nursery Partnership

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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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Children's welfare and wellbeing Strong standard

Leaders and staff place children's welfare and wellbeing at the centre of their work. They establish clear and robust systems that ensure staff remain highly alert to children's needs and respond swiftly to any changes. Staff share a consistent understanding of welfare expectations, which creates a safe, nurturing environment where all children are highly valued for their contributions. Children's health is consistently monitored closely. When a child appears unwell or not themselves, staff act promptly to ensure they receive the care and attention they need. This vigilance enables children to flourish.

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Children's welfare and wellbeing Strong standard

Children develop excellent healthy habits through well-structured daily routines, nutritious food choices and regular physical activity. Outdoor play provides highly valuable opportunities for exercise, such as parachute games that strengthen children's muscles and promote teamwork and children delight in taking part in. Children show kindness and respect as they play together and acknowledge one another's efforts. For example, children check in with their peers as they take turns with the instruments and ask politely if they can also have a turn.

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Children's welfare and wellbeing Strong standard

Staff consistently promote children's independence well. During mealtimes, children confidently serve their own food and pour drinks, demonstrating secure self-care skills. Inclusive approaches ensure all children, including those with special educational and/or disabilities receive the emotional security and tailored support needed to thrive. Leaders' effective oversight ensures children's welfare and wellbeing are consistently promoted, resulting in confident, resilient learners who feel safe and valued.

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Achievement Expected standard

Children make steady progress across all areas of learning and development. They engage well in activities that build their communication and language skills such as, repeating letter sounds as they print these into dough or sharing their ideas in simple sentences. Regular repetition helps children remember new knowledge and apply it with increasing confidence. Older children show the essential early literacy and language needed for developing effective communication skills.

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Achievement Expected standard

Children follow self-care routines independently. They confidently wash their hands before meals and move between activities with minimal support. All children, including those with special educational needs and/or disabilities, sustain some attention during group activities. For example, exploring objects in the 'what's in the box' session, which helps towards strengthening their listening and understanding. Children effectively transition through daily routines with effective support to help them feel secure and ready to learn. As a result, children develop the skills and attitudes they need for the next stage of their education.

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Behaviour, attitudes and establishing routines Expected standard

Staff take a proactive approach to promoting positive behaviour and routines. They ensure they understand children's individual needs and use this knowledge to build warm, trusting relationships. As a result, children settle quickly and engage positively in their learning. They show resilience and a willingness to keep on trying. For example, as children discover how things work, staff clearly explain the different options to overcome how they can make something fit together. Staff praise children's successes when they achieve their end goal and children show positive attitudes to this.

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Behaviour, attitudes and establishing routines Expected standard

Staff celebrate children individual achievements well and as a result they enjoy their time at the setting. They model respectful interactions and validate children's feelings, helping them learn kindness, cooperation and care for others. Leaders monitor attendance effectively and address any emerging concerns, ensuring children attend regularly and benefit from consistent routines.

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Behaviour, attitudes and establishing routines Expected standard

Staff have begun to create an inclusive environment where all children receive support to understand expectations. The environment begins to promote a positive sense of self, through displayed images. However, how these are arranged does not always ensure consistently rich and meaningful visual representation of all children across the setting. Further refining would strengthen and enhance the environment and have a positive impact on children's attitudes, confidence and engagement in their learning.

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Curriculum and teaching Expected standard

Leaders have developed a broad curriculum that offers children rich opportunities across all areas of learning. Staff know the curriculum well and use their knowledge of individual children to adapt teaching. This enables children to gain new skills, such as developing control and confidence when kicking a ball. This supports children's self-esteem and help them build on what they already know. Leaders are working towards making sure all aspects of curriculum delivery is consistently high quality.

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Curriculum and teaching Expected standard

While the curriculum is well designed, some aspects of teaching does not fully maximise learning opportunities. For example, staff promote a love of reading and work with families to extend this at home. However, story times are not always organised effectively. Children often try to engage, but some unnecessary distractions reduce the impact of these sessions. As a result, some children, particularly those who need more support to maintain attention, do not gain the full benefit of these learning opportunities.

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Inclusion Expected standard

Leaders create a shared culture of inclusion by accurately identifying, assessing and responding to children's emerging and ongoing needs. Staff observe all children, including those with special educational needs and/or disabilities (SEND) closely and use the information to recognise any barriers early on. Leaders ensure assessments lead to timely, targeted support that enables children to make meaningful progress in their learning. Leaders and staff work in genuine partnership with parents and external professionals. This collaborative approach ensures that children with SEND receive consistent, well-planned support.

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Inclusion Expected standard

Staff maintain regular communication with families, which strengthens continuity between home and the setting and enriches children's experiences. Leaders use available funding appropriately to support disadvantaged children and those with SEND. They review children's targets and adapt provision to ensure support remains relevant and effective. Leaders are currently working towards enhancing their arrangements to ensure all children access their full entitlement of different funding options available to them. Staff receive suitable ongoing training that targets their knowledge and understanding to meeting a range of children's needs. This commitment ensures every child feels valued, supported, and able to thrive.

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Leadership and governance Expected standard

Leaders have a clear understanding of the provision and regularly review its effectiveness to ensure children and families receive a positive experience. They make appropriate adjustments when needed and communicate openly with parents about children's progress and daily experiences. Parents speak highly of the setting and value the compassion and commitment staff show in meeting their children's needs. This effective partnership contributes to children's happiness and sense of security. Leaders work together with staff to build secure relationships with families and the wider community,. This ensures parents feel welcomed and involved. The collaborative approach supports children's learning and wellbeing and reinforces the setting's role at the heart of the community.

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Leadership and governance Expected standard

Leaders provide appropriate oversight and ensure they remain focused on improving outcomes for children. They consider staff wellbeing carefully. Staff report feeling valued and proud to work in the setting, which supports a positive and stable environment for children. Leaders provide staff with access to relevant professional development that strengthens staff knowledge and skills, enabling them to meet children's needs effectively. Leaders recognise there is still some work to do in some aspects of the setting and understand the importance of continuing to reflect to raise quality further.

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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 enjoy their time in the setting and engage enthusiastically in learning. They build secure, trusting relationships with staff, who prioritise their wellbeing and respond sensitively to their needs. Children confidently seek reassurance where needed and return to play with curiosity and purpose. They immerse themselves in activities, such as exploring flowers and insects in creative trays or experimenting with pouring water into different containers, which supports hand-to-eye coordination and developing early problem-solving skills.

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

Children learn alongside their peers and form warm, respectful relationships. They collaborate effectively. For example, when building ramps and structures for their toy cars, they test their ideas out. Children organise their resources and celebrate their successes together as their cars roll down the tracks. This builds on their sense of belonging and cooperative play together. Children demonstrate kindness and patience as they take turns with instruments, listening to one another's ideas, and giggle in delight at the unique sounds each instrument makes. These interactions help them develop their voice, social awareness, and confidence in group activities.

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

The curriculum offers a wide range of meaningful experiences that build children's knowledge and prepare them for their next steps. Children develop physical skills as they balance on planks and stepping blocks, learning how to move safely and manage risks. Staff ensure all children, including those with special educational needs and/or disabilities can access the learning environment and fully participate. This approach reduces barriers to children's learning and supports them to make steady progress from their starting points. Children positively behave, show they feel safe, and demonstrate pride in their

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Address:

Jumping Jacs Nursery 1 Frankley Avenue HALESOWEN West Midlands B62 0EH

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Address:

Type: Childcare on non-domestic premises

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Address:

Registration date: 24/08/2007 achievements. Staff value each child's uniqueness and work closely with families. This collaborative partnership with parents helps children achieve well, feel they belong, and thrive as confident, capable learners.

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Next steps

Staff should reflect on their teaching to enable them to provide highly effective interactions to strengthen children learning development further, particularly during story time. Review the arrangements of the environment to support children to have more access to positive images of themselves, others and those with differing needs.

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About this inspection

The inspector spoke with leaders, staff, special educational needs coordinator, 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.

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About this inspection

A quality assurance visit by an additional inspector was carried out at this inspection. Registered person: Jumping Jac's Nursery Partnership

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About this inspection

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.

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Urgent improvement

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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