Twizzle Tops Day Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are greeted by the friendly staff team as they arrive. Staff build bonds with the children, which helps them to feel safe and secure. For example, they cuddle children when they are upset and laugh with them as they play.

Children develop well and are active learners as they benefit from a stimulating curriculum. They play with their friends and engage with adults during activities. Staff encourage children, from a young age, to put on their shoes and coats.

Children prepare their own snacks and tidy away their cups and plates at lunchtime. This supports children to build their self-care skills effectively. Ch...ildren have regular opportunities for physical exercise.

Staff talk to children about the benefits of healthy eating and the importance of exercise as part of a healthy lifestyle.Staff act as good role models. Children show respect and consideration for each other.

Older children readily share resources and say 'please' and 'thank you'. Toddlers set out water beakers at lunchtime without any prompting from staff. Staff use positive strategies to help to manage children's feelings and frustrations.

This helps to support children's emotional well-being. As a result, children's behaviour is good.

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

The new manager and staff team have worked tirelessly to make significant changes to the quality of the provision.

They have taken steps to address actions raised during the previous inspection. For example, a carefully constructed curriculum now builds on what children already know and can do. This ensures that when they leave nursery, they are ready for school.

Staff have a good knowledge of children's individual needs and interests. They use observations and assessments to plan exciting and interesting learning opportunities. Staff demonstrate good teaching practice.

However, on occasion, staff do not always extend children's learning as far as possible.Managers ensure that children with special educational needs and/or disabilities are supported effectively to make good progress. Staff are quick to identify children who are not at their expected levels of development.

They make swift referrals and work in partnership with other professionals to target plans for those children who need them.Staff place a strong emphasis on promoting children's language and literacy skills. They introduce new words, such as 'nocturnal', and explain the meaning clearly when children talk about hedgehogs.

Staff read letters written by the 'Autumn Fairy' who writes letters to the children telling them about what they might be learning that week. Babies repeat words and follow simple instructions well as they help with tidy-up time.Older children have great fun as they engage in exploring different textures, such as 'paper clay'.

They make hedgehogs using the clay and small sticks. Staff listen and respond to individuals and ask questions, encouraging their thinking and mathematics. For example, as children press the sticks into the clay, staff ask them to count how many legs their hedgehog has.

Babies enjoy rummaging through rice. Toddlers have fun exploring pumpkins as they scoop out the 'gooey' flesh and seeds from inside.Parent partnerships are good.

Overall, parents know who their child's key person is and feel part of their children's learning. Where parents have issues or queries, they feel that staff are approachable. However, staff do not ensure that all parents receive information about the early years foundation stage to help them to support their children's learning at home.

The management team takes the happiness and well-being of staff members seriously. They use supervision sessions to talk about staff's well-being, and identify training that is specific to individual staff's needs. They recognise the importance of keeping staff's professional development up to date.

Staff comment on the strong relationships they have and feel well supported by the managers.

Safeguarding

The arrangements for safeguarding are effective.All staff have a good understanding of child protection through regular training.

Staff demonstrate a secure knowledge of how to identify if a child is at risk of harm. They follow comprehensive procedures when recording accidents, including any pre-existing injuries. Staff are aware of the possible signs that might indicate that a child or their family are vulnerable to extreme views or ideas.

They are familiar with the whistle-blowing policy and local safeguarding procedures for reporting allegations. The provider has a rigorous recruitment and induction procedure to help to ensure the continued suitability of staff.

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 focus more closely on all available opportunities to challenge and extend children's learning even further support staff to help all parents understand the nursery's approach to education and care, to fully promote continuity in children's learning.