Twisty Tails Nursery (Stanmore) Ltd

Inclusion: Expected standard

Leaders identify children's needs accurately and at an early stage, including those with special educational needs and/or disabilities (SEND) and those who may face other barriers to their learning and wellbeing. They gather detailed information from parents and use this, alongside ongoing assessment, to shape provision. Staff use a range of strategies, including visual prompts, objects of reference and 'now and next' boards, to help children understand routines and access learning. However, these approaches are not yet used consistently to ensure that all children can participate fully.

Leaders ensure that children with SEND are supported to access the curriculum through appropriate adaptations. Staff adjust their interactions, for example, by using simplified language, repetition and visual cues. This enables children to engage in activities and learn alongside their peers. Leaders work in partnership with external professionals, including speech and language therapists and local authority services, to implement consistent approaches and support children's development over time.

Leaders understand the needs of disadvantaged children and take steps to reduce barriers. They promote an inclusive environment where children and families feel that they belong. The curriculum reflects children's backgrounds and experiences, and partnerships with parents are used effectively to support continuity of care and learning. However, adaptations in teaching are not applied consistently, and not all children are supported to engage fully in activities.

Curriculum and teaching: Expected standard

Leaders have developed a curriculum that prioritises communication and language, personal development and school readiness. They have a clear understanding of what children need to learn and organise the curriculum to provide a broad range of experiences that build on children's interests and support progression over time. For example, sensory exploration with natural materials for younger children, alongside planting and role play linked to real-life contexts such as oral health for older children, help children make meaningful connections in their learning.

Overall, staff implement the curriculum with increasing consistency. Teaching is purposeful and supports children to develop knowledge and skills. For instance, during an oral health activity, children use real toothbrushes and are introduced to vocabulary such as 'cavities', while in a planting activity they explore what plants need to grow and use measuring jugs to develop early mathematical understanding.

Staff adapt their teaching to support children with special educational needs and/or disabilities through simplified language, visual prompts and modelling. However, activities are not consistently matched to children's starting points. At times, questioning focuses more on confident children, limiting engagement for less confident children. Opportunities to reinforce the safe use of tools are also not consistently embedded.

Leaders are strengthening practice through training and monitoring, although this is not yet fully embedded.

Achievement: Expected standard

Children make appropriate progress from their starting points across the areas of learning. Babies and toddlers develop early communication and language skills, progressing from single words to simple phrases through consistent modelling and interaction. Toddlers demonstrate emerging mathematical understanding, such as counting and recognising patterns during practical activities. Older children build on prior learning across the curriculum. For example, they recall what plants need to grow and use specific vocabulary, such as 'scaly' and 'camouflage', when describing dinosaurs.

Children with special educational needs and/or disabilities make steady progress due to targeted support. They develop increasing confidence, follow simple instructions and begin to use words to communicate and engage in group activities.

Overall, children develop key skills needed for the next stage in their learning, including language, independence and knowledge of the world. However, progress is not consistently maximised, as activities are not always precisely adapted to extend all children's learning.

Behaviour, attitudes and establishing routines: Expected standard

Overall, leaders establish clear routines and expectations that support children's sense of stability and wellbeing. These are implemented across the setting and help children understand what is expected of them. Children follow daily routines, such as independently accessing tissues, checking mirrors and washing their hands, demonstrating growing independence.

Children develop positive relationships with staff, who provide reassurance and guidance. For example, during a shopping role-play activity, children take turns as a shopkeeper and customer, exchanging items and play money while using simple language to communicate. This supports cooperation and developing social interaction skills. Staff support children with special educational needs and/or disabilities (SEND) through consistent routines and visual supports, enabling them to participate alongside their peers.

Children demonstrate positive attitudes to learning and sustain engagement in sensory and creative experiences. Leaders promote attendance, punctuality and engagement through consistent routines and effective communication with parents.

However, expectations are not consistently reinforced. For example, during food preparation activities involving safety knives and wooden skewers, staff do not always revisit guidance or support children to manage risks safely. As a result, children do not consistently develop a secure understanding of boundaries. Children behave appropriately. Inclusive practice supports children with SEND, including calming areas and resources that help children regulate their emotions and engage in learning.

Children's welfare and wellbeing: Expected standard

Leaders ensure that children's welfare and wellbeing are supported through secure routines and responsive care. A carefully planned settling-in process, tailored to individual needs, helps children to build trust and feel emotionally secure. Leaders monitor practice to ensure that care routines are implemented consistently across the setting.

Staff know children well and implement consistent care practices that support their health and development. For example, babies use steps to reach higher sinks, and older children independently manage hygiene routines, such as handwashing, and engage in toothbrushing activities that promote understanding of healthy lifestyles, including oral health and nutrition.

Children are generally supervised appropriately, and staff demonstrate a clear awareness of safety procedures. The environment is organised to promote independence, with accessible resources and opportunities for children to explore and take appropriate risks. However, staff do not consistently support children to understand how to use equipment safely and manage risks effectively during some activities.

Inclusive practice ensures that children with special educational needs and/or disabilities and those who may face other barriers to their learning are helped to feel secure and participate fully in routines. Children generally develop an understanding of how to keep themselves safe, although this is not always consistently embedded during some activities. Overall, children feel safe and secure, and their welfare and wellbeing are supported effectively.

Leadership and governance: Expected standard

Leaders demonstrate a clear and accurate understanding of the setting's strengths and priorities. Since the previous inspection, they have taken appropriate action to improve provision, including introducing regular supervision, daily learning walks and more focused professional development. As a result, staff have a clearer understanding of the curriculum and increased confidence in delivering learning experiences.

Leaders provide effective oversight and monitor practice regularly, using this to inform improvements and identify priorities. For example, neurodiversity training has strengthened staff understanding of children's individual needs, supporting more inclusive practice. Staff recognise differences in behaviour, communication and sensory needs, particularly for children with special educational needs and/or disabilities (SEND), using simpler language, visual supports and structured routines. Hygiene practices have also improved, with more consistent reinforcement of handwashing routines.

Governance arrangements ensure that statutory requirements are met. Recruitment procedures are implemented effectively, with clear systems in place to check staff suitability and maintain compliant practice. Leaders prioritise staff wellbeing and workload through offering coaching, regular supervision meetings with staff and ongoing support. Staff report feeling supported and confident in their roles.

Partnerships with parents are positive. Leaders seek parents' views and provide opportunities for involvement, including curriculum evenings. Food-tasting sessions help parents understand healthy meals and how nutritious food can be prepared without excess salt or sugar. They also work effectively with external professionals to support children with SEND.

Leaders recognise that, while improvements have been made, there remains some variation in how consistently staff apply agreed approaches, and they are taking steps to address this.