Twisty Tails Nursery Pinner Ltd

What is it like to attend this early years setting?

Children arrive at the nursery excited and ready to learn. Staff provide a warm and nurturing approach to each child's care. All children make progress from their starting points in development. Children settle quickly, with consistent reassurance from staff to help them to feel safe and secure. Children flourish while discovering and exploring their environments. Staff have high expectations for children. They plan activities that capture children's interests and motivate them in their learning. This helps to close gaps in children's development. For example, staff support older children to develop their awareness of mathematical concepts as they discover the different animals in a large tray. They encourage children to describe what they have found, count and compare the different animal sizes.

Staff provide children with an abundance of praise following their contributions. This helps to build children's confidence and self-esteem. Staff are excellent role models for children. They promote a positive and respectful culture in the nursery. Staff encourage manners consistently. As a result, children are polite and courteous to each other. Younger children repeat the nursery's rules, for instance to use 'walking feet' as they carefully and safely walk into the garden. This reminds children how to keep themselves safe.

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

• Staff provide children with expert support to promote their speech and language development. For instance, they teach children how to identify and pronounce the sounds that letters make. Staff repeat phrases back to them, use sign language, including Makaton and ask open-ended questions to ensure that children have an opportunity to practise their communication skills. As a result, children talk with confidence and fluency.
• Partnerships with parents and carers are strong. Staff keep parents well informed about their children's learning and time at the nursery. They speak to them at drop off and collection times, and add photos and comments to children's online learning journals. Parents are very happy with the service the nursery provides. They state staff are very supportive and offer them lots of guidance, such as behaviour management strategies, to help promote consistency between the nursery and home.
• Children learn about cultural events and celebrations that take place throughout the year. Through discussion and activities, they recognise the similarities and differences between themselves. Staff reflect positive images of people from around the world and with differing abilities through books, pictures and resources, which are freely available to all children.
• Staff form effective partnerships with local schools that children will attend. They invite teachers into the nursery to meet children in their own surroundings and share information about children's individual learning needs. This supports children's emotional well-being. It also helps children to build relationships with their new teacher and ease any anxieties about the upcoming changes.
• Children learn to complete tasks independently, which supports the development of their self-esteem and confidence. For example, older children serve their own food and pour drinks, while younger children tidy toys and prepare for mealtimes. This enables children to gain vital self-care skills in readiness for future learning
• Staff support children to develop an enjoyment of books and literacy. At story time, staff read the story of the week. They create excitement and intrigue as the story progresses. Children are eager to join in the familiar story, and shout out key phrases when staff encourage them to do so.
• Children thoroughly enjoy their time out in the garden being active. They ride confidently on bicycles or play games of hide and seek with the staff and their peers. Children confidently explain to visitors the importance of eating all their food because this gives them the energy they need to play games in the garden. This helps children to understand the importance of being healthy and active.
• The provider implements a programme of supervision and training to develop staff's practice and knowledge. However, the current systems for monitoring and coaching have not been consistently embedded, so that staff consistently deliver high-quality teaching that extends the learning of older and most-able children.

What the setting must and should do next

The provider should:

• embed the current systems for monitoring and coaching staff to extend their individual practice, to deliver the curriculum even more effectively and extend the learning of older and most-able children.