Twizzle Tops The Willows

What is it like to attend this early years setting?

Children happily arrive at the nursery. Parents and children are warmly welcomed by staff. This helps children to settle quickly. Children show that they feel safe and secure. They confidently introduce themselves and their friends to the inspector. All children swiftly form warm nurturing bonds with their designated key person. Staff gather a range of information from parents about children's care needs and prior learning during flexible settling in sessions. They use this information to plan a meaningful curriculum that enables all children to make good progress.

Staff have high expectations of children's behaviour. They calmly resolve any minor disagreements and frequently praise children for their achievements. This supports children to be keen and engaged learners. Children use their senses to explore the smell of citrus fruits and fresh herbs. Staff extend children's vocabulary by introducing them to new words, such as 'sour'. Children enjoy mixing sand and water together. Through trial and error, they learn how much water is needed to successfully mould the sand into brick shapes. Staff provide young children with time and encouragement to complete simple puzzles. They develop an early understanding of mathematical concepts as they discover that large balls will not roll down a tube. Young children actively join in with words and copy the actions to familiar songs that staff sing with enthusiasm. Children independently manage their own care needs at snuffle stations with minimal support and understand the importance of following a good hygiene routine. All children demonstrate a love of books.

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

• Recent updates to the curriculum ensure that its overall intent aligns with the specific needs of the children attending. This focuses on supporting children to develop key life skills so that they become highly independent and resilient individuals. Staff have a secure understanding of each child's individual needs. They identify what children need to learn next and implement activities that reflect children's interests. In addition, staff embrace spontaneous moments in teaching in response to children's inquisitiveness.
• Children benefit from daily fresh air and exercise at the local recreational field. Older children have the freedom to run and know the boundary they must remain in. Young children persevere to balance beanbags on their heads while walking and learn how to kick and throw different sized balls. Children are curious and inspired to learn about nature around them. They smile with delight as the wind blows blossom from the trees, gently falling around them. Staff skilfully use this opportunity to extend children's understanding of the season of Spring. Children eagerly search for insects and share their ideas about what might be inside a small hole they discover in the ground. Staff build on their curiosity by encouraging children to represent their observations through drawing. As a result, children develop the small muscles in their hands to support early writing skills.
• Partnership with parents is generally good. Parents are invited in to the nursery to experience what it is like for children to attend and build on relationships with all staff. Parents make active use of the well-resourced transition bags to help support their children with changes in their lives, such as bereavement or the arrival of a new sibling. Parents comment how their children 'love to attend' and describe the staff team as 'friendly'. Staff frequently share updates of children's achievements via an online platform and verbal discussions. However, parents are not always informed what their children are working on next in their learning, or how they can further support their learning at home. This means that children's continuity of learning is not fully supported.
• Children with special educational needs and/or disabilities are well supported. Staff work in partnership with parents and other professionals to provide children with support plans to help them make the best possible progress.
• Children benefit from lots of opportunities to explore their feelings and emotions. The inviting emotion station serves as a sanctuary to provide children with a calm and relaxing space. Staff help children to understand their feelings using stories and meaningful conversations. Daily yoga sessions that includes mindful breathing exercises promotes concentration, reduces any stress and teaches children how to use their breath to manage challenging emotions. This has a positive impact as children are beginning to regulate their own behaviour.
• Leaders are highly reflective of the provision they provide. They regularly observe staff practice and identify areas for development to enhance the quality of their teaching. Staff have opportunities to build on their knowledge and skills through training and senior leaders model good practice. However, these current arrangements are not yet embedded to fully support staff to adapt their teaching to precisely match the individual learning needs of every child.

What the setting must and should do next

The provider should:

• provide parents with information about what children are working towards next in their learning and what they can do to extend children's learning at home
• strengthen and embed the support for staff to adapt their teaching to precisely match the individual learning needs of children.