Twizzle Tops Day Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is inadequate

Weaknesses in leadership and management undermine children's safety and learning.

Staffing issues, including frequent changes of managers, have led to a decline in the quality of provision since the last inspection. Poor support for managing children's behaviour has a significant impact on older children's confidence and well-being. Their ability to make good progress in their learning is adversely affected.

When older children are upset, staff do not offer the care and comfort children need to help them settle. Sometimes, children's behaviour shows that they need extra support, such as when they throw toys or hu...rt their peers, staff do not consistently or effectively support them. At times, the environment is chaotic and disorderly.

Staff raise their voices to instruct children or to read stories. This does not help children learn from staff how to behave well. The provider's curriculum is not coherently planned or implemented.

Staff provide older children with some activities, such as painting and dough to manipulate. However, staff are rarely on hand to support children's learning as they play. Children attempt to draw and make marks, but the available pencils are blunt.

This affects children's ability to complete their self-chosen tasks to their satisfaction. The arrangements for supporting children with special educational needs and/or disabilities (SEND) are not effective. Children do not get the help they need to reduce any differences in their learning.

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

The provider is unable to demonstrate that all adults working with children are suitable. The provider has not carried out relevant Disclosure and Barring Service checks for adults who are in regular contact with children. At times, these adults are not directly supervised and this means children's safety and welfare is not assured.

Some staff do not receive an appropriate induction to help them understand their roles and responsibilities, including those relating to safeguarding and child protection. This undermines children's safety as some adults do not know how to protect them from harm, such as recognising and responding appropriately to signs of abuse.Some staff working with older children physically intervene to move children, for example, by lifting them or pulling their arms.

Staff do not explain or give enough time to enable children to follow the rules. In addition, staff do not record these instances of physical intervention.Although a member of staff is currently acting manager, there is not a named deputy manager to take charge in the manager's absence.

Staff are not deployed effectively to ensure that all children's needs are met. For example, staff do not always adequately supervise children while they are eating to fully assure their safety.Support for children with SEND is weak.

Leaders and managers do not ensure that appropriate plans are in place to help staff to deliver suitably personalised care and education to these children. Consequently, staff do not understand what strategies to use. Children with SEND do not make enough progress to prepare them for the next steps in their education, including school.

The provider does not ensure that children are cared for consistently by staff who know the children and their needs, or understand the curriculum well enough to provide good quality care and education. As a result, staff struggle to engage children in their learning, or support them effectively. Children frequently become upset and quieter children receive very little attention from the staff.

The key-person system is not well established. Some older children are not allocated a key person. Many parents report that their children have had several changes of key person and that staff do not know their children well.

Consequently, there is a lack in the continuity of care and education, including for those children with SEND, due to these frequent, poorly managed staff changes.Leaders and managers demonstrate a willingness to work to improve the provision. However, despite recent efforts to improve the information given to parents and staff training, the action taken to address these weaknesses has been ineffective.

Parents still do not consistently receive enough information about their children's day. This includes occasions where staff have used physical intervention. In addition, accidents are not recorded appropriately and shared with parents.

The curriculum is poorly implemented. For example, older children's personal, social and emotional development is not effectively supported through purposeful teaching. Staff do not show that they have the skills needed to help older to children make positive choices or support them learn how to manage their own behaviour.

Babies and toddlers are cared for in a calm and well-organised environment. Toddlers enjoy their daily routines, including song and story times. They have structure to their day, which helps them to feel settled.

Staff communicate with them and these younger children make sounds and begin to copy the words they hear.

Safeguarding

The arrangements for safeguarding are not effective.There is not an open and positive culture around safeguarding that puts children's interests first.

What does the setting need to do to improve?

The provision is inadequate and Ofsted intends to take enforcement action.

We will issue a Welfare Requirements Notice requiring the provider to: Due date ensure that appropriate recruitment procedures are followed, including obtaining a Disclosure and Barring Service check, to establish staff are suitable to work with children 16/07/2024 improve arrangements for supporting children with special educational needs and/or disabilities to ensure they receive appropriate support that helps them to make the progress they are capable of 16/07/2024 ensure that all staff receive an appropriate induction, including in relation to how they must safeguard children 16/07/2024 ensure that staff understand, support and manage children's behaviour in appropriate ways 16/07/2024 ensure that staff keep appropriate records of any occasion when physical intervention is used, and that parents are informed on the same day or as soon as reasonably practicable 16/07/2024 appoint a suitably experienced named deputy manager who can take charge in the manager's absence 16/07/2024 deploy staff effectively to meet children's needs and assure their safety, including while children are eating 16/07/2024 ensure that each child is allocated a key person who tailors children's care to their individual needs and builds a relationship with parents 16/07/2024 ensure that accidents and injuries are always recorded appropriately and that parents are informed on the same day, or as soon as reasonably practicable.16/07/2024 To meet the requirements of the early years foundation stage, the provider must: Due date develop and deliver a suitable curriculum for supporting children's personal, social and emotional development that helps them develop positive attitudes to learning 29/09/2024 plan and deliver a challenging and enjoyable learning experience, which engages for children and motivates them to learn.

29/09/2024