Twinkle Totz Day Nursery Ltd

What is it like to attend this early years setting?

Children arrive at the nursery excited for the day ahead. It is clear that they feel secure and content within the nursery as they separate from parents and carers quickly, eager to enjoy breakfast. Children in the baby room laugh and smile with staff as they sing with them and copy the actions to the songs. They give themselves a round of applause at the end of the song and enthusiastically signal for more songs. Children's happiness and safety in the nursery are promoted by staff who work tirelessly to build exceptionally secure relationships with them, giving them the confidence to explore.

Children are independent and learning to look after themselves and others. They are very well behaved and show consideration to their friends. This is supported by staff who teach the children to follow rules, a value that will support them in becoming model citizens. Children make good progress within the curriculum, which provides a wide range of unique opportunities. 'For example, the children make strong links to their local community through visits from people that keep us safe. Staff plan a range of visitors to the nursery including police officers and firefighters throughout the year. They also attend outings that enrich their learning, such as nature walks within local parks.

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

• Leaders and managers continuously reflect on providing the best experiences for children and their families. It is evident that great passion and care are poured into the provision. This is reflected in the happiness of staff, parents and children. The ethos of 'one big family' is seen throughout the nursery.
• Parents are extremely happy with the provision at the nursery. They have high praise for every member of the team. The communication is thorough between staff and parents, and feedback is widely encouraged and accepted by staff. Staff support parents to take part in their children's learning at nursery and at home. It is evident that partnerships with parents are strong, and this supports the care and education the children receive.
• Staff work hard to get to know the children and their families. They build strong connections with the families that attend. It is evident that staff and families have excellent rapport. This supports the children to build trust, feeling safe and secure at the nursery.
• The curriculum is organised around the children's interests. Overall, staff focus on what children already know and what they need to learn next. However, at times, the activities for the oldest children do not challenge them enough. For example, staff plan activities that revisit what children already know. The teaching for the oldest children could be extended even further to ensure optimal learning.
• Staff go above and beyond to create rich experiences. For example, they arrange for birds of prey to visit, turn the garden into a Jurassic adventure and watch chicks hatch. This provides children with excitement that fuels curiosity and therefore learning. Children have many opportunities to explore the world around them. For example, children and staff at the nursery have a strong relationship with the neighbouring residential home for the elderly. They attend each other's events. For example, residents attended a recent Easter celebration at the nursery. Children regularly attend the residential home to sing with them. Children are learning to build relationships; this contributes to their social and emotional skills.
• Staff role model positive behaviour with the children. Children are well behaved. They know what is expected of them, and therefore can follow the routine. For example, they know at mealtimes to scrape their plate and put it in the sink. They tuck their chair in at the table. Children are learning responsibility for themselves and how to look after the space that is theirs.
• Staff quickly identify any gaps in children's learning. The special educational needs and disabilities coordinator oversees the learning for children with special educational needs and/or disabilities. They make swift referrals to ensure that all gaps in learning are closed in a timely manner and that children receive the support they need to progress.

What the setting must and should do next

The provider should:

• review and strengthen the curriculum to consistently provide a good level of challenge to the oldest children.