Twin Gables Day Nursery Ltd

What is it like to attend this early years setting?

Children happily attend this inviting and inclusive nursery, forming secure relationships with staff who know them well. Staff gather information from parents during enrolment. They use it effectively to plan engaging activities that reflect children's individual interests and promote their development. Staff plan a well-sequenced curriculum, which builds on children's knowledge and skills as they move throughout the nursery.

Babies are eager to explore the environment. They smile and giggle as they investigate different coloured scarves and textures. Staff support babies' physical development effectively. They offer them encouragement and a steady hand as babies take small steps across the room. Young children confidently walk across textured stepping stones and ride pedalled toys in the garden, responding enthusiastically to staff's praise. Older children work together to build ball ramps with guttering. They develop problem-solving skills as they connect tubes to pump water through the water wall. Staff stand alongside and make suggestions to support their play.

Children behave exceptionally well and understand the nursery's consistent daily routines. Staff provide younger children with warnings and visual prompts, to help them anticipate what is happening next. Older children take responsibility for organising the visual timetable each morning and follow routines independently. For example, after story time, they go straight to wash their hands before sitting down for lunch.

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

• Staff place a strong focus on supporting children's communication, language and literacy skills. Those working with babies and young children maintain consistent eye contact, speak slowly and clearly and introduce single words to build their vocabulary. Babies and young children respond well. They repeat words such as 'red' and make connections to the fire engine in the book they are looking at. Staff encourage babies to use associative sounds. For example, they say 'nee-naw', while pointing to the fire engine.
• Older children, including those who speak English as an additional language, are confident communicators. They engage in meaningful discussions with the group, elaborating on their ideas and sharing personal examples to clarify their thinking. For example, during story time, children discuss where animals live and compare features, such as likening a bird's beak to a human nose.
• Staff regularly monitor the provision to ensure that all children, families and languages are represented within the resources they provide. Children learn about similarities and difference through activities focused on worldly celebrations and festivals. Staff deepen children's understanding of diversity during their play. They listen carefully to children's discussions and ask thoughtful questions. For example, during story time, older children discuss different eye colours and share observations about their own features and those of their friends.
• The nursery provides a range of snacks and meals that meet children's individual dietary needs. Staff serve meals in ways that support children's developmental stages, such as blending meals for weaning babies. Children benefit from regular exercise outdoors in the fresh air. They independently access drinking water throughout the day. Staff encourage healthy routines. They remind children to drink and to eat their lunch. However, staff do not always provide children with clear explanations as to why these actions are important for their bodies and their overall well-being.
• Effective partnerships with parents and other professionals ensure all children, including those with special educational needs and/or disabilities (SEND), make the progress they are capable of. Staff work closely with speech and language specialists and recently completed communication and language training with the local authority to strengthen their support for children even further. They build strong links with local schools, inviting teachers to visit children at nursery and sharing information to support smooth transitions to school.
• Staff work effectively as a team and regularly reflect on their daily practice. They evaluate the learning activities they provide, identifying successes and areas for improvement to enhance the care and education they offer. Leaders seek parents' views through annual questionnaires and use this information to drive ongoing improvements. Although leaders are aware that some parents would like more detailed information about their children's learning and the nursery's policies, they have not yet identified effective ways to ensure all parents feel fully informed.

What the setting must and should do next

The provider should:

• provide children with even more experiences to learn about the elements of a healthy lifestyle and how this contributes to their overall health and well-being
• build on the information shared with parents, providing more detailed updates about children's learning, and clearer communication about policies and procedures, to ensure they feel fully informed and up to date.