Twinnie Day Nursery

Inclusion: Expected standard

Leaders and staff provide an inclusive environment where they welcome and support children with special educational needs and/or disabilities (SEND), those known (or previously known) to children's social care and those who face other barriers to their learning. Staff complete progress checks for children between the ages of two-and-three years old. They use observations and assessments to help them identify gaps in individual children's learning or development. They quickly provide any extra support that may be needed to help children make the best possible progress.

Some staff complete training on supporting children with SEND. This knowledge ensures they make referrals in a timely manner and work in partnerships with other professionals to help children meet their targets. Leaders use additional funding to purchase resources and provide focused, personalised support for children with SEND to develop their knowledge and skills further. For example, staff encourage their language skills and build on their vocabulary and pronunciation. As a result, children with SEND are gaining confidence in communicating and developing their friendships. Staff in pre-school have reorganised resources to make additional space to support activities for children with SEND. This successfully promotes inclusion.

Curriculum and teaching: Needs attention

The design and implementation of the curriculum is inconsistent across the nursery. For example, staff do not consistently build on what they want younger children to know and learn next. Some activities are planned following children's interests, but the curriculum does not support babies' development of skills and knowledge, particularly for outdoor opportunities.

Staff engage with children as they select resources and initiate conversations. Staff prioritise children's communication and language. Across the provision, staff introduce new vocabulary, repeat words and encourage back and forth interactions. Children are encouraged to speak clearly and extend their sentences. This enables children to make their needs known and become confident communicators. Staff position themselves appropriately to give additional support to children with special educational needs and/or disabilities.

Children demonstrate their knowledge of mathematics as they count, sing number songs, and name shapes. They learn about capacity and size as they build with blocks and play with water. Staff promote children's physical skills as they encourage babies to crawl through tunnels and develop their balance. Older children develop their physical skills as they participate in activities, including football, gymnastics and nature walks. Staff support children to develop their social skills as they work together with their peers to solve problems.

Achievement: Expected standard

Children, including those with special educational needs and/or disabilities, are making progress from their starting points. Children of all ages demonstrate their independence and self-help skills. They choose resources, make choices and manage tasks like feeding, toileting and handwashing.

All children express their needs and develop their communication skills appropriately. They use new vocabulary and put words together to make longer sentences. Children demonstrate their language skills confidently as they talk with others. They enjoy singing and sharing stories.

Children develop their concentration appropriately and show a positive attitude to their learning. Older children build models and compare them to pictures of different structures around the world. They proudly talk to staff about what they have made. Younger children develop their senses as they explore different textures in sensory play. Children develop the skills they need for their next stage of learning and subsequent move on to school.

Behaviour, attitudes and establishing routines: Needs attention

Routines and interactions for babies are not yet fully established or consistent to ensure they begin to understand what is expected of them and recognise what is happening next. For example, staff tell babies it is time to tidy-up but do not follow this routine through effectively. Staff respond to unwanted behaviour such as babies throwing toys or food by using phrases like 'no, thank you'. When these behaviours continue, staff do not act to help babies understand expectations for behaviour. Staff praise babies when they follow simple instructions or join in with action rhymes.

Staff encourage children to use good manners and repeat 'please' and 'thank you' as they extend their sentences. Children of all ages are given gentle reminders when needed to share resources and take turns with their friends. Older children behave well, supported by staff who use effective strategies to promote positive attitudes. Routines in the pre-school room are established, and children know what is expected of them. They listen well and help with tasks like tidying away their toys and serving their lunches. Staff give praise and encouragement which builds children's confidence and self-esteem.

Leaders work with families to promote punctuality and attendance. This ensures children benefit from their time at the nursery and extend their learning and experiences.

Children's welfare and wellbeing: Needs attention

Staff do not consistently follow procedures regarding safer eating to ensure babies food is prepared appropriately for their age and stage of development. This breach in requirements does not ensure babies are kept safe from potential choking hazards. Staff do not prioritise safety when lifting babies. They do not follow safe lifting techniques to ensure the safety and wellbeing of babies is maintained effectively.

The key-person system has been addressed since the previous inspection and is now working well. All children form strong attachments, and staff are attentive to their needs as they provide cuddles and offer reassurance when needed. Children learn about their emotions and feelings of others. Individual care plans are in place for children with special educational needs and/or disabilities. This ensures staff tailor support to meet their needs effectively and gives them a sense of belonging.

Staff use opportunities to teach children about the importance of healthy lifestyles and following good hygiene routines, which includes cleaning their teeth. Children engage in regular exercise to support their physical skills and emotional wellbeing. Babies are supervised appropriately when sleeping, and staff follow safer sleep procedures.

Leadership and governance: Needs attention

Leaders do not monitor staff practice effectively to ensure policies and procedures are being followed correctly. Any weakness in practice is not identified swiftly enough. This is particularly evident regarding following guidance on food safety for young children and assessing staffs' knowledge and understanding of safe-handling techniques when lifting and moving babies.

Leaders have worked closely with the local authority to prioritise and resolve areas for development. They have addressed previous actions from the last inspection which has improved the key-person system and the administration of medication. Leaders meet with staff regularly and receive feedback which supports them to understand their roles and responsibilities. Staff say they feel supported by leaders regarding their wellbeing and managing their workload. They access some professional learning to improve their knowledge and skills.

Leaders establish partnerships with other professionals and with parents. Leaders encourage parents to be involved with their children's learning and support them to extend their children's development at home. Leaders promote a positive culture of inclusion and ensure all children, including those with special educational needs and/or disabilities are supported in their care and education in preparation for school.