Twizzle Tops Day Nursery

Inspection of Twizzle Tops Day Nursery Roaring Meg Retail Park, Stevenage, Hertfordshire SG1 1XN

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Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Inadequate

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The provision requires improvement

Children's daily experiences and the quality of teaching vary across the nursery. Children are not always provided with a curriculum that consistently challenges and extends their learning in order to support their progress. Additionally, staff in the pre-school room overlook some opportunities to develop children's independence. For example, they do not always enable children to use the toilet independently or wash their hands by themselves. Children gain some awareness of the world around them during walks in the local area. However, staff do not fully support children's awareness of similarities and differences regarding family cultures and traditions beyond their own.

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The provision requires improvement

Despite this, children enjoy their time at the nursery and are cared for in a safe environment. They demonstrate through their behaviours that they feel safe and secure. Older children create wriggly worms out of clay, and are learning to count and recognise different shapes. Younger children are encouraged to squeeze and poke dough, which develops their small-muscle strength. They add honey to the dough and enjoy the sensory experience of feeling its texture. Babies explore their surroundings. They attempt to clap their hands when they hear familiar songs and phrases, such as 'bubble, bubble, pop'. Children are supported to manage their feelings and behaviour. They welcome praise for their efforts and achievements, which promotes their confidence.

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need to do better?

n Since the last inspection, the management team has taken action to address the previous enforcement action. Risk assessment procedures have been revised and improved to minimise potential risks. This includes procedures to keep children safe on outings. Furthermore, staff have recently attended child protection training, which has enhanced their knowledge and skills. This supports staff to keep children safe. n Overall, the quality of teaching does not always stimulate and challenge children's learning across the curriculum. Staff working with the pre-school children sometimes lack enthusiasm and miss opportunities to ask them probing questions as they play. Additionally, staff working with the younger children occasionally ask them many questions in quick succession. This restricts opportunities for the children to think about and respond to the questions they are asked. n Supervision procedures to mentor staff are in place. However, they are not yet

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need to do better?

fully effective in order to have a greater impact on the quality of teaching and to identify further professional development opportunities. n The organisation of daily routines in the pre-school room means that adults leading activities escort children to the toilets and to wash their hands.

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need to do better?

15 January 2020 Therefore, at times, children's learning is not sustained, opportunities are missed to promote their independence, and occasionally their behaviour declines. n Children celebrate some cultural events during the year. However, opportunities to fully develop and support children's understanding and appreciation of diversity are not fully promoted. n The management team is working hard to foster a culture of mutual support and teamwork. Several members of staff have taken on new roles and responsibilities since the last inspection. They are continuing to gain experience and embed the recently revised curriculum, including the assessment of children's progress and the planning of activities. n Children are developing appropriate emotional attachments with the staff. Older children approach staff for help and support when needed. Babies receive cuddles and reassurance if they are upset. All children have a key person, which

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need to do better?

supports them to settle and become familiar with the nursery. n Staff spend time getting to know the children and their families before they start at the nursery. This supports continuity in the children's care and development. Staff offer parents opportunities to discuss their children's progress, and information about their children's day is shared on collection. n Staff working with the younger children and babies support children's language development appropriately. They introduce new words associated with their play, sing songs and share picture books with them. For example, staff say words such as 'stomp' when the children handle the toy dinosaurs.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Managers and staff are aware of the indicator signs and symptoms of abuse and know how to report child protection concerns. This supports children to stay safe and promotes their well-being. The manager follows appropriate recruitment procedures and demonstrates that suitably checks have been carried out on all adults connected to the nursery. Newly appointed members of staff follow an induction process, which supports them to understand their roles and responsibilities. A range of written policies and procedures are in place to support staff practice.

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Due date

15 January 2020 improve the quality of teaching to ensure that all children receive consistently meaningful and challenging learning experiences to prepare them for the next stage of their education 28/02/2020

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Due date

implement revised performance management arrangements to ensure that all staff deliver high-quality teaching practice. 28/02/2020

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should:

n review the organisation of the pre-school room to fully support children's independence n develop opportunities for children to gain an understanding of different traditions, cultures and families beyond their own experiences.

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Setting details

Unique reference number EY463752 Local authority Hertfordshire Inspection number 10118817 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care Age range of children 1 to 4 Total number of places 60 Number of children on roll 56 Name of registered person Partyman World (Lakeside) Limited

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reference number

Telephone number 01438842447 Date of previous inspection 23 July 2019

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Information about this early years setting

Twizzle Tops Nursery registered in 2013. The nursery employs 11 members of childcare staff. All staff hold appropriate early years qualifications at levels 3 and 2. The nursery opens from Monday to Friday all year round. Sessions are from 7am until 7pm. The nursery receives funding for the provision of early education for two-, three- and four-year-old children.

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Inspection activities

n The inspector and the manager completed a learning walk across all areas of the nursery to understand how the early years provision and the curriculum are organised. n The inspector observed the quality of teaching during activities indoors and outdoors, and assessed the impact this has on children's learning. n The inspector completed a joint observation with the nursery manager. n The inspector held a meeting with the nursery manager and the childcare and development officer for the nursery. She looked at a sample of documentation, including evidence of staff suitability. n The inspector considered the views of parents in discussion during the inspection.

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Inspection activities

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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Inspection activities

15 January 2020 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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