Twinkle Toes

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children learn that they are noticed and valued as individuals because staff build trusting relationships with them and their families. They are happy and settle quickly when they start at this caring nursery. Children engage well in lots of exciting and meaningful learning.

For example, when staff re-read a carefully chosen and familiar story such as 'Room on the Broom', children finish the rhyming sentences joyfully. Children thrive from being physically active indoors and outdoors. They enjoy trying things out for themselves.

For example, they balance and jump on the long, sloping wooden beam outdoors, bouncing with... glee when they have succeeded. Children recognise that their heart rate increases and that their bodies get hotter with movement. They also take part in walks to the local woodland to explore changes in the environment.

Children learn about staying safe when crossing the road and when near the local pond. Children respond positively to the gentle, patient support from staff if they find it difficult to wait for turns. They learn to share and be kind to each other.

Older nursery children benefit from the well-thought-out visits to the on-site primary school. For instance, they learn about wearing a uniform and get to know the Reception Year teacher. Children are ready for the next stage in their education.

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

Managers have designed an ambitious curriculum that covers all areas of learning. They think carefully about the knowledge that they want children, including children with special educational needs and/or disabilities (SEND), to learn. As a result, children learn the curriculum well and make good progress.

Staff provide well-considered learning activities for children that build on what they know and can already do. For instance, staff help children to remember the order of numbers, such as 'one, two, three, four'. Children then learn to recognise and name digits.

This careful progression of children's learning greatly supports their ongoing good progress.Children who have less experience of using spoken language are supported through well-organised small groups and one-to-one sessions. However, staff do not ensure that their own speaking and modelling of language builds children's vocabulary well.

For example, sometimes, staff use 'it' or 'that' to describe objects or actions. This holds back children's ability to communicate well.Managers are knowledgeable about how to develop children's physical abilities.

Staff teach and motivate children to climb, balance, run and bounce, including by providing a well-arranged outdoor area. This helps children to build their strong bones and muscles.Staff spend lots of time having conversations, reading books and singing favourite songs with the children.

Children remember the words in their favourite books and songs.Managers recognise that the learning and development of some children, particularly two-year-olds, has been impacted by the COVID-19 pandemic. Staff use their professional knowledge to recognise when children need extra help in their social skills and language development.

This helps children to move forward in their learning.Staff identify children with SEND accurately. They make good links with specialist professionals, such as speech and language therapists.

This helps children to learn well.Children learn about health and hygiene, including the importance of oral health. Staff provide children with healthy snacks.

However, they have not prioritised working closely with parents to ensure children's lunches are healthy and nutritious. This impacts on children's awareness of healthy diets.Overall, partnership working is strong.

Parents are overwhelmingly positive about the nursery. For example, one parent commented, 'My child loves her key person and talks about her all the time at home.' Staff provide packs of activities and resources for parents to use with their child.

This helps parents to support their child's learning at home.Managers have successfully reduced staff workload. Staff now spend more time teaching children and less time completing unnecessary paperwork.

Managers review and support the work of staff thoroughly so that the quality of their work with children improves.

Safeguarding

The arrangements for safeguarding are effective.Managers and staff are knowledgeable about keeping children safe.

They attend regular training. All staff know how to identify children who may be at risk of harm, for example from local safeguarding risks such as county lines. Managers check the ongoing suitability of staff to work with children.

They excel at helping children and their families to access the early help that they need. Managers keep well-organised records about safeguarding issues and understand how to contact external agencies when required.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nimprove staff knowledge of how children learn language so they teach children the words that they need to know when naming objects and describing actions work collaboratively with parents to promote children's good health even further, particularly with regards to healthy food choices.