Mischief & Giggles Ltd. T/a Twinkle Toes Private Day Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

The provision is good.

Parents and children are greeted by welcoming staff when they arrive at the nursery. Children are happy to attend. Key-person systems are effective, and parents comment on how the setting feels like family.

Babies and young children's routine needs are met. Children thrive through the positive attachments they make. All children are settled.

Staff have a secure understanding of how to support children's learning. Children show a positive attitude and are motivated to explore and investigate the learning environment. Staff plan activities around children's interests, such as observatio...nal drawings of their favourite animals.

They model language to extend children's learning. Staff further support interests by involving parents and facilitate outings to the zoo. All children make good progress.

Children demonstrate good behaviour. Staff model their expectations and the use of 'good listening' and 'kind hands' is embedded across the setting. Staff are positive role models who praise children and encourage them for their efforts.

Children are independent and enjoy taking responsibility. For example, at lunchtime, children pour their own drinks and make choices about foods they want and where they want to sit. Staff promote children's well-being with care and attention, particularly for those children who have care plans.

There are robust systems in place to ensure that all children are included and can fully access all aspects of the provision.

What does the early years setting do well and what does it need to do better?

Managers have a clear vision and strive to deliver a curriculum that helps children make progress and develop. Staff are able to talk about the intended curriculum and what children are learning.

They clearly identify next steps for their key children and fully support these.Staff provide children with activities and experiences that promote their individual learning needs. This prepares children for future learning, including going to school.

However, in the toddler room, staff carry out all their adult-directed sessions over a period of one hour before lunch. Toddlers struggle to maintain full focus during this time, as it is too high an expectation for them to continually listen and pay attention. This does not help to foster their deep engagement in learning to promote the best possible outcomes for these children.

Staff provide a stimulating and engaging learning environment. The environment is well resourced and fully accessible to all children. Children make independent choices about what they want to do.

Staff encourage them to use books and puppets in their place. Staff also provide daily opportunities for singing sessions and reading stories. This helps develop their communications skills.

The manager is strong in her knowledge as the nursery special educational needs coordinator. Staff support children with special educational needs and/or disabilities exceptionally well. Staff have good relationships with external services to ensure children who have additional needs can access the provision and play and learn along with their peers.

This helps to close any gaps in their attainment and means they keep up with those of the same age.Staff promote children's physical skills well. Babies explore sensory materials with their hands.

Toddlers and pre-school children enjoy planned sessions where they manipulate dough in varied ways. Babies enjoy their indoor climbing equipment and slide. Toddlers and pre-school children enjoy physical activities outside, including riding on wheeled vehicles, playing throwing-and-jumping games.

This helps to increase their balance, coordination and control over their hand and body movements.Parent partnerships are strong. Parents are complimentary about the provision and feel they are included in their child's learning and development.

Staff talk to parents, and they have access to online platforms where they can see more information about their children's time at nursery. Managers invite parents to be part of nursery life, including attending trips, events and parents' evenings.Staff feel valued and listened to by managers.

There is a robust structure in place to support professional development, which help staff upskill. This ensures good quality care and education is maintained. However, on occasion, staff's communication about their intended daily routines is not always highly successful in practice.

Babies and toddlers cross over in their use of the garden, which detracts from the learning opportunities, as it is difficult for staff to manage. Therefore, managers need to further support staff to ensure all children benefit from the best of all the learning experiences available, including outside.

Safeguarding

The arrangements for safeguarding are effective.

Managers and staff demonstrate a good understanding of their safeguarding duties. Robust recruitment and vetting procedures are in place. Staff benefit from a good induction process.

Staff have a good understanding of internal processes and know they must report any concerns about a child's well-being to external professionals. Staff undertake training, receive updates at staff meetings and take part in quizzes to keep their knowledge and understanding up to date. Staff have good knowledge and awareness of first-aid processes.

This means they are able to support in the event of an accident. This helps protect children from harm.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: support staff to communicate more efficiently with each other about their intended daily routines to help all children benefit from the best of all the learning experiences available, including outside support staff working with toddlers to review the structure of the adult-directed sessions they provide to foster a deeper engagement in learning and best possible outcomes for these children.