Jumping Jo's Day NurseryOfsted report card, 23 Sept 2026

Jumping Jo's Day Nursery

Unique reference number (URN): 2809087 Address: William Leigh House, 15 Walsall Street, Bilston, WV14 0AT Type: Childcare on non-domestic premises Registered with Ofsted: 15/11/2024 Registers: EYR, CCR Registered person: Jumping Jo's 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 typical progress from their individual starting points. They have secured the knowledge and skills they need for their next stage of learning. Babies and young children develop secure foundations in their learning, enabling them to build successfully on their knowledge and skills. For example, young babies confidently follow familiar daily routines, responding independently to consistent cues, such as tidy-up time and lunchtime. All children, including those who speak English as an additional language and those who face other barriers to learning, make timely progress.

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Achievement Expected standard

Children are confident and motivated learners who actively explore the stimulating environment and engage in experiences that reflect their interests. They demonstrate curiosity, resilience and a willingness to try new experiences. Children make progress in their physical development and become increasingly confident in their movements and independence. Overall, children make steady progress from their starting points. They develop knowledge and skills across the 7 areas of learning and are well prepared for school.

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Behaviour, attitudes and establishing routines Expected standard

Leaders ensure staff provide consistently effective support and guidance to help children foster positive attitudes towards their learning and others. Staff act as positive role models for the youngest children, supporting them to develop their sharing and turn-taking skills. Staff recognise the benefits of using praise and encouragement to build children's concentration and focus, and this is well received by children. This contributes towards staff and children developing positive relationships. Consequently, children feel happy and settled at the setting and have positive attitudes towards their learning.

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Behaviour, attitudes and establishing routines Expected standard

Staff develop solid bonds with children from the outset. This helps children to feel safe, secure and ready to learn. Children learn about their emotions and feel comfortable discussing and demonstrating how they feel. Staff do not always consider children's differing needs when managing routines and transitions. During busier periods, staff do not consistently stay available to keep children purposefully engaged, which can lead to children becoming restless.

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Behaviour, attitudes and establishing routines Expected standard

Leaders have developed systems to monitor children's attendance. They hold meaningful discussions with parents and carers about the importance of their children attending the setting. They work with parents to accommodate changes to hours where possible to improve children's attendance.

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Children's welfare and wellbeing Expected standard

The provider informed Ofsted of a breach of statutory requirements when staff did not consistently follow the agreed safe sleep procedures. Although this represented a lapse in practice, the inspector found that leaders had acted immediately, reviewed routines and strengthened supervision of staff and training. The provider's prompt and effective actions ensure that no risks are posed to children. Leaders and staff have secure knowledge of appropriate safe sleeping arrangements and how to supervise children to help keep them safe during mealtimes.

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Children's welfare and wellbeing Expected standard

Staff know children well and adapt provision to support their physical, emotional and developmental needs. This is particularly evident for children with special educational needs and/or disabilities, those who are disadvantaged and those known to children's social care. These children receive tailored and consistent support that reduces barriers to their wellbeing.

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Children's welfare and wellbeing Expected standard

Children form lovely bonds with staff, who are caring and responsive to their needs. This supports them to develop positive attitudes towards learning and exploration. Children receive positive support to help them to understand healthy lifestyles and develop a clear understanding of hygiene. This is evident when they enjoy a healthy menu of different nutritious foods and engage in discussions that teach them about healthy eating. Children learn about developing positive oral health habits. For instance, they talk about the importance of brushing their teeth and engage in toothbrushing activities with various oral health resources.

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Children's welfare and wellbeing Expected standard

Staff get to know children well so they can recognise when children are overstimulated and require support. Children seek comfort when needed and receive reassurance from familiar adults, supporting their emotional wellbeing.

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Curriculum and teaching Expected standard

Leaders have designed a curriculum that reflects children's interests, developmental stages and starting points. They gather information from families before children start, alongside ongoing assessment, to shape learning experiences and support children's progress across all areas of learning.

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Curriculum and teaching Expected standard

Staff ensure the curriculum is inclusive by using what they know about each child to provide targeted educational experiences. They build on all children's prior learning as they transition from the younger age groups up to the oldest. For example, babies hear staff use number names when they sing nursery rhymes, while toddlers receive encouragement to be independent and make choices for themselves. Pre-school children explore the patterns they draw and talk about what they need next when following instructions while building complex constructions.

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Curriculum and teaching Expected standard

Children benefit from planned and spontaneous learning opportunities linked to curriculum goals and identified next steps. Children develop their mathematical understanding through shape-matching activities, where they learn and use mathematical vocabulary such as 'cube' and 'rectangle'. They work together to hang the number socks onto the low-hanging washing line, matching shapes and colours in order. Children offer help to their younger peers who struggle to manipulate the small pegs.

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Curriculum and teaching Expected standard

On occasion, opportunities to extend children's vocabulary, communication, thinking and engagement are not fully maximised. For example, staff do not consistently implement the planned intentions for activities and allow sufficient time for children to think, process information and respond before moving their learning forward.

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Inclusion Expected standard

Staff use a range of strategies to monitor children's progress. Leaders have recently introduced a new online platform to enhance communication with parents and carers about their children's progress. Staff also use an assess, plan, do and review approach to provide support for children with special educational needs and/or disabilities (SEND) and inclusion monitoring. Leaders and staff are confident to draw on further help from a range of professionals to support children with SEND. They value the advice given by other professionals and develop targeted plans to provide children with the necessary support to help close gaps in their development.

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Inclusion Expected standard

The setting has accessed funding to support children with SEND. Leaders have used the funding to purchase specialist resources and create new experiences in the community to help meet children's needs. Staff help children to feel calm and engaged through suitable experiences, such as sensory play. Staff support children to continue with self-chosen activities if they find group activities difficult. They give children time and space to express themselves.

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Inclusion Expected standard

Typically, leaders and staff provide a welcoming and caring environment where all children, including those with SEND and those who face other barriers to their learning, thrive and make progress. Staff know children well and recognise quickly when children may benefit from additional support. They work closely with leaders and parents to provide consistency in children's care and learning.

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Leadership and governance Expected standard

Leaders take decisions in the best interests of children, including those with special educational needs and/or disabilities or medical needs, those facing disadvantage and those known or previously known to children's social care. Leaders put individualised support plans in place and track these through ongoing review.

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Leadership and governance Expected standard

Leaders manage staff wellbeing and workload through regular one-to-one and team meetings, promoting a culture where staff feel able to raise concerns. Professional development is generally relevant and has clear impact. For example, some staff are currently completing specialist training to strengthen the outdoor curriculum, and staff apply training in paediatric first aid and safeguarding directly to daily practice. However, professional development is not always timely or consistently targets the specific areas where staff practice is less secure. For example, it has not focused on supporting staff to adapt teaching and transitions to children's differing needs and embedding daily routines consistently across the setting.

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Leadership and governance Expected standard

Parents and carers are meaningfully involved in their children's learning through regular feedback about children's assessments and invitations to attend special events at the setting. Parents highly value the commitment leaders and staff show to supporting their children to flourish. Leaders work proactively with external professionals. They support staff to identify developmental delays and create tailored support plans for children who face barriers to learning that reflect children's individual needs.

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

Children show a love of learning and thoroughly enjoy their time at the setting. They arrive happy and busily engage in play. Children make progress in their learning and development. Staff use assessments to help identify children who require more support and implement plans swiftly.

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

Overall, children learn alongside their friends in a calm environment. They develop positive social skills, including turn-taking and kindness. Children wait patiently for popular toys and show consideration towards their younger peers who are still learning to share and cooperate. Children receive encouragement to recognise and express their emotions and support to understand the feelings of others.

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

Children with emerging needs receive additional support to help them participate fully in nursery life. Leaders work closely with families and external professionals to reduce barriers to children's learning and wellbeing. As a result, children make progress from their starting points and develop the knowledge, skills and confidence needed for their next stage of learning.

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

Children feel safe, and staff care for them well. They seek out trusted adults when unsettled. Secure relationships help children to regulate their emotions and re-engage with activities,

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Inspector:

Beverley Devlin whether after a fall or minor disagreement with their friends.

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Inspector:

Children show a secure sense of belonging in this homely and welcoming setting. They enjoy cuddles with nurturing staff and are confident to venture off and play independently. Children enjoy time with their peers and have opportunities to engage during indoor and outdoor play. Children are kind to their peers and show age- and stage-appropriate social skills.

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Inspector:

Children flourish and are prepared well for their next stage in learning. Leaders pride themselves on getting to know children and families from the outset. They promote the value of consistent attendance by talking to parents and carers about how this supports children's progress and prepares them for school.

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Next steps

Leaders should support and develop staff practice further, ensuring training is timely and making use of the wider team's experience to promote consistent best practice and shape high-quality provision. Leaders should strengthen the consistency of staff–child interactions to further develop children's vocabulary, communication, thinking skills and language development throughout the day. Leaders should monitor staff practice closely to ensure transitions and daily routines are consistently adapted to children's differing needs.

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About this inspection

The inspector spoke with leaders, staff, the special educational needs coordinator, parents, carers and children during this 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

We carried out this inspection as a result of a risk assessment, following information we received about the provider. The provider will be able to give parents further information about this.

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Address:

William Leigh House 15 Walsall Street Bilston WV14 0AT

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Jumping Jo's 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.

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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

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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