Twizzle Tops Day Nursery

What is it like to attend this early years setting?

Babies are greeted warmly on arrival. They have their own comforters from home, which contributes to them feeling secure. Staff recognise when older children may need more reassurance and ask them if they want a cuddle. This gives them the option to decide how they want to be comforted. Babies are supported to feed themselves when ready. Staff respond to their achievements with smiles and encouragement. In turn, toddlers serve their own lunch. They confidently spoon food onto their plates. Older children competently cut up their own fruit at snack time. This shows the ways in which children progress as they advance through the nursery.

The youngest children practise their physical skills indoors and enjoy clambering over climbing equipment. While staff supervise closely, they stand back to enable babies to work out how to climb down by themselves. This helps foster their emerging problem-solving skills. All children spend time outdoors every day. They explore the many exciting opportunities on offer to them in the country park, where the nursery is based. Older children follow instructions and learn how to keep themselves safe. They walk carefully along the path and hold hands with another child until they reach their destination.

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

• The enthusiastic manager is very reflective. She has recently made significant changes to the organisation of the provision. Although overall, this has benefited the children, it has resulted in some minor weaknesses, particularly in the toddler room. Some staff are not yet fully equipped to know and understand the specific needs for this age group. In addition, staff have not yet successfully organised transitions and routines in the pre-school and toddler rooms. There are times when children sit and wait unnecessarily. Group times are not always age-appropriate or consistently used to effectively maximise children's enjoyment and learning.
• Staff are clear about what they want children to know and do before they move into the next room or go to school. Regular assessments enable staff to swiftly adapt their activities and interactions to help close gaps in children's learning.
• Staff build on children's communication skills at every opportunity. They respond animatedly to babies' babbles. This engages them and encourages babies to 'speak' more. Outdoors, staff point out things of interest, such as spider's webs and the frost on the ground. Not only does this spark conversation, it also helps ignite children's curiosity and helps them to appreciate the wonders of nature.
• Children enjoy their outdoor adventures. They eagerly fill bags with sticks and leaves. Staff introduce meaningful mathematics when they explain the bag is 'full' and 'heavy'. Later, children recall their experiences and sort the twigs by size. They differentiate between those that are thick, thin, short and long. This enhances their knowledge of mathematical concepts and vocabulary.
• Committed one-to-one workers use their own life experiences to ensure that the setting is inclusive and benefits all children. For example, they teach British Sign Language and train staff on deaf awareness. In addition, they help develop policies that challenge the stigma and negativities around disabilities. The very knowledgeable special educational needs and disabilities coordinator (SENDCo) supports staff with practical tasks so that they can dedicate their time to ensuring children have the best experiences at nursery. As a result, children with special educational needs and/or disabilities (SEND) are exceptionally well supported and make excellent progress.
• Parents and children are effectively involved in evaluating the setting. For example, the nursery signed up to a national programme focusing on recycling and looking after the environment, after parents suggested including sustainability within the curriculum. A children's committee meets regularly to contribute their own ideas. Staff and parents are consulted on how additional funding can be used to best support individual children.
• Parents say they are surprised by what their children have learned at nursery. They comment that their children are more confident and love being outdoors. Events such as 'Grab and Go' breakfasts strengthen parent partnerships. The nursery works closely with other organisations based in the park, such as a horse sanctuary, to extend the children's range of interesting experiences.

What the setting must and should do next

The provider should:

• continue to support staffs' professional development, in particular those who work with two-year-olds, to create consistently strong practice
• refine the organisation of routines, group times and transitions during the day to minimise waiting time and maximise children's learning opportunities.