Jumping Jo's Day Nursery

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
Inspection report: 23 September 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement
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.
How we evaluate safeguarding
When we inspect settings for safeguarding, they can have the following outcomes:
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.

Expected standard
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
Compulsory Childcare Register requirements
This setting has met the requirements of the compulsory part of the Childcare Register.
How we check if a provider meets the requirements of the Compulsory Childcare
Register
When we check if settings meet the Compulsory Childcare Register requirements, they can
have the following outcomes:
Met
Not met
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.
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.
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.
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,

Inspector:
Beverley Devlin
whether after a fall or minor disagreement with their friends.
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.
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.
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.
About this inspection
The inspector spoke with leaders, staff, the special educational needs coordinator, parents,
carers and children during 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
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.

About this setting
Unique reference number (URN): 2809087
Address:
William Leigh House
15 Walsall Street
Bilston
WV14 0AT
Type: Childcare on non-domestic premises
Registration date: 15/11/2024
Registered person: Jumping Jo's Day Nursery Limited
Register(s): EYR, CCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority: Wolverhampton
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 23 September 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
72
Our grades explained

Exceptional
Practice is exceptional: of the highest standard nationally. Other settings can learn from it.
Strong standard
The setting reaches a strong standard. Leaders are working above the standard expected of
them.
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.
Needs attention
The expected standards are not met but leaders are likely able to make the necessary
improvements.
Urgent improvement
The setting needs to make urgent improvements to provide the expected standard of
education and/or care.
The Office for Standards in Education, Children's Services and Skills (Ofsted) inspects
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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