Twinkletotz Day Nursery Ltd

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement The quality of education that children receive is not consistent across the setting. Initially children, including those with special educational needs and/or disabilities (SEND), are enthusiastic to take part in activities and keen to have a go. For example, children get physical as they move around the room to action songs and they explore sensory experiences with cereals and toy farm animals.

However, many lose interest as staff do not consider how to adapt activities to ensure all children can take part. Additionally, staff do not always recognise how they can support children further, through interactions, to extend their lea...rning. Therefore, at times children wander aimlessly and disrupt other children's play.

Furthermore, staff do not always support younger children to learn about managing their feelings and behaviour. This hinders children's ability to develop positive attitudes to learning.Despite areas for development in the provision, children show excitement as they arrive, and leave their parents with ease.

Children form positive relationships with each other and staff. Staff promote older children's independence by encouraging them to wash their hands and prepare their own fruit at snack time.

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

Leaders have created an appropriate curriculum for each age group, and they are clear on how they plan for it to be adapted for children with SEND.

However, not all staff have a good enough understanding of how to adapt the curriculum for younger children, or those with SEND, to meet their learning needs. This can impact on children's self-confidence as they do not benefit from opportunities to make the best possible progress in their learning.The key-person system is not secure, particularly for younger children.

Staff do not always follow children's interest in supporting development. Additionally, they do not meet their individual personal care needs. For example, staff do not recognise when children are tired and the impact this has on theirs and others' learning, due to their needs not being met.

This does not help promote children's emotional well-being.Older children behave well and understand the setting's 'golden rules.' However, staff do not always model or adapt behavioural strategies to support younger children and those with SEND.

As a result, not all children are learning what is right and what is wrong.Children with SEND are identified quickly and appropriate referrals are made as needed. Leaders who support these children know them well and understand their individual needs.

They work with parents, and other professionals involved in children's care, to implement strategies, such as visual routines and 'bucket time', to support children engaging in group activities. However, staff do not always make effective use of the strategies to fully engage children in the routine and learning.Children learn the importance of keeping healthy through everyday routines.

For example, they wash hands before eating. Children told the inspector about the healthy foods they eat for snack. Furthermore, staff support older children to build their independence skills.

Children are helped to serve their own food and pour their own drinks. This helps to prepare children for the next stage in their learning journey.Parents comment positively about the nursery.

They say their children are happy and have good relationships with staff. Parents share that they receive advice on how to support their children at home, such as during mealtimes. They share that their children make progress, notably in their physical development and making friends.

However, parents are not sure who their child's key person is.Staff request training from leaders during one-to-one meetings. Leaders give staff opportunities to develop their practice through online training and shadowing.

However, weaknesses in practice are not identified and actioned swiftly. As a result, not all staff have the best knowledge and understanding about how to provide all children with rich learning opportunities. This has an impact on the progress children make.

Safeguarding

The arrangements for safeguarding are effective.There is an open and positive culture around safeguarding that puts children's interests first.

What does the setting need to do to improve?

To meet the requirements of the early years foundation stage and Childcare Register the provider must: Due date develop staff's skills in implementing the curriculum while taking into account the age and stage of individual children's development, including children with SEND 29/10/2024 implement an effective key-person system that is shared with parents and that meets children's individual needs 29/10/2024 implement effective, age-appropriate behaviour management strategies 29/10/2024 ensure all staff receive targeted professional development to help improve the quality and consistency of their practice.

29/10/2024