Jumping Johns Nursery at St John's, Glastonbury

Language, friendships and classroom routines give Jumping Johns Nursery its clearest character. This is the nursery provision at St John's Church of England Voluntary Controlled Infants School in Glastonbury, with provision for children aged two and three. It introduces children to learning within an infant-school setting.

At the inspection on 19 and 20 November 2024, Ofsted judged early years provision Good. That judgement covers the school's early years provision; it is not a separate nursery inspection grade.

Learning begins with small steps. The early years foundation stage curriculum builds children's knowledge and skills progressively, with adults checking understanding and giving additional help where needed. For parents, the practical emphasis is on children developing what they know over time, with support when a step proves difficult.

Conversation has a clear purpose here. In November 2024, adults modelled vocabulary from the Nursery Year onwards and encouraged children to express themselves in complete sentences. The emphasis was on choosing words precisely, helping children explain their ideas rather than simply supplying an answer. Language is part of learning throughout the day.

Personal, social and health education also begins in the nursery years. Children learn about their emotions and develop relationships with other children. Alongside the curriculum, adults help nursery children become familiar with classroom routines. These are useful foundations for taking part in group learning and preparing for the next stage.

An early years outdoor learning area adds a physical setting for learning beyond the classroom. It gives this school-based provision an outdoor dimension alongside the emphasis on language, relationships and routines.

For children with additional needs, the school's support structure includes a special educational needs coordinator. Families can contact the school to discuss its special educational provision. Possible approaches include individual support, small-group interventions and planning tailored to a child's needs, with teachers and the coordinator reviewing interventions.

The school also has a Sensory Calm Room, equipped with an interactive bubble tube, LED lighting and a rocking seat. Its purpose is to give children with particular needs somewhere to settle when classroom activity feels overwhelming. This is a school facility, rather than a nursery-specific room.

Consistency of expectations. In November 2024, the school was asked to make behaviour expectations more consistent because some pupils lost learning time when routines were not reinforced. This was a school-wide concern; families should distinguish it from the nursery-specific finding that adults helped children learn classroom routines.

Nursery attendance does not guarantee a Reception place. Families must make a separate Reception application through the normal admissions process and meet the applicable deadline. Becoming familiar with school routines is preparation for that next stage, rather than an admissions entitlement.

In November 2024, the nursery's work on classroom routines prepared children well for Reception. The useful continuity here is practical: children begin learning how to participate in a classroom before that move.

Enquiries and visits can be arranged by calling the nursery on 01458 837832. An enquiry form also allows families to provide their child's date of birth, contact details and a message, after which a member of staff will respond. This provides a direct route to the nursery team.