Little Twisters

What is it like to attend this early years setting?

Staff in the nursery are friendly and welcoming. Children run in happily and demonstrate they are very happy in the nursery. From an early age, babies develop a strong relationship with their key person. This is evident as babies seek out and follow their key person. Children develop a good relationship with each other. For example, older children greet their friends happily when they arrive. They run up to them and say goodbye before they leave. Parents comment that their children really enjoy the nursery.

Children behave well. They learn to tidy up before lunch. Older children understand and follow the routine. For example, they line up and wait patiently to go outside. Children learn to keep themselves safe. They show confidence in going up and down the steps to the nursery safely. Older children learn how to use knives appropriately and with control as they eat their lunch. Overall, staff have high expectations of what children can achieve. For example, staff working with older children encourage them to count to 20. Toddlers expand their vocabulary as they play alongside staff in the sand tray.

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

• Children enjoy their learning, overall. Babies are highly engaged as they crawl through a tunnel. They laugh in delight as staff greet them at the other side. Older children enjoy exploring concepts, such as floating and sinking. They make boats and comment that they 'float' when they try them in the water. Some children extend this themselves and find other things that float or sink.
• Babies are incredibly well supported and the atmosphere in the room is calm and tranquil. Staff have thought carefully about the key skills they want children to develop. For example, babies enjoy developing their physical skills as they explore how they can make marks by painting with trains. Staff provide a rich-language experience. They sing and talk to babies constantly, helping to develop their communication skills.
• Staff support children to develop their language well. They have clear intentions of how children develop their language skills over time. For example, staff working with babies develop their babbling and use of single words. Staff working with older children continue to extend their vocabulary and introduce two- and three-word utterances.
• Routine activities, such as meals and nappy changing, are not used well enough to support children to maintain high levels of engagement. During the inspection, two-year-old children spent too long sitting and waiting for their lunch. Three-year-old children became bored as they waited for other children to finish and for staff to clear their plates. This does not consistently support children's learning to the highest level.
• Children learn how to keep themselves healthy. During the inspection, children remembered to wash their hands after using the toilet and before eating. They thoroughly enjoy fresh air and exercise as they play in the snow in the garden. Staff give clear and consistent messages regarding healthy eating. Children enjoy healthy meals with fruit and natural yoghurt.
• Staff generally provide appropriate and challenging activities. Toddlers enjoy developing their throwing skills as they use balls and paint to make marks. However, not all activities support children's age or stage of development. For example, staff in the pre-school room teach children about letters and the sounds they make. This is too difficult for some children, and they lose interest in their learning.
• Staff have a good relationship with parents. They share information with them about what their children have been doing and talk about what skills they are working on next. Parents comment that they like the amount of information they receive. They say staff act on the suggestions they make about their children.
• The manager manages the nursery well. Funding is used effectively to ensure children with special educational needs and/or disabilities make good progress. Staff feel well supported. They appreciate that they can talk to the manager about any concerns. Regular supervisions and monitoring help to ensure that staff practice continues to improve. The manager identifies that she now needs to focus professional development on raising the quality of education to an even higher level, particularly in literacy.

What the setting must and should do next

The provider should:

• help children to maintain high levels of engagement, particularly during routine activities
• ensure all activities are appropriate to children's age and stage of development
• focus professional development on raising the quality of education to a higher level.