Twinkle Twinkle Day Nursery

Inspection of Twinkle Twinkle Day Nursery Raskelf Road, Easingwold, YORK YO61 3LA

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Overall effectiveness Inadequate

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

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The provision is inadequate

Children's safety is compromised because of weaknesses in staff's knowledge of potential signs of abuse and safeguarding issues. However, the manager and staff team helped to support families to stay safe during the COVID-19 pandemic. For instance, they shared new procedures for families when they returned to the nursery and stayed in contact when the nursery was closed. This helped children and parents to feel less anxious when they returned. Staff are good role models for children and have high expectations for their behaviour. Children develop good social skills and have high levels of self-esteem.

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The provision is inadequate

The quality of the curriculum is variable and teaching is inconsistent. Staff do not consistently work with the same children. Therefore, their knowledge of children's individual learning goals is not sufficient enough to plan purposeful activities or teach through play. However, staff do know about children's interests and incorporate them well into prepared activities. Children show enjoyment in their play and staff respond to them. For example, they hold children's hands as they walk along balancing beams outdoors and provide bubbles in a large tray. Children laugh as the wind blows the mixture and they dip the wand to try again.

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need to do better?

n Staff's knowledge of safeguarding and child protection is weak. This has an impact on children's safety. However, staff teach children how to manage small risks for themselves, such as in the outdoor area. They ensure indoor and outdoor areas are safe for children to play in and explore. n Children benefit from flexible settling-in sessions and they build relationships with staff. For instance, babies who are new to the nursery stay with their new key person and begin to develop confidence as they explore stories. Staff know how to meet children's individual care needs. This has a positive impact on their emotional well-being and they settle in quickly. n The key-person system is less effective for some children, specifically in relation to how staff meet their learning and development needs. Some staff spend the majority of their time working in the baby room, but have a group of key children in a different room. Other staff working with the children are not aware

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need to do better?

of their individual learning goals. Consequently, teaching is not tailored to help them make consistent progress. For example, although children enjoy being outdoors, staff do not know that some children are working on their pronunciation and do not model clear words to them. Other children are shy to join in with the group on balancing beams. However, staff are not aware of this and the children wander away without taking a turn. n In contrast to this, some staff support children effectively and help them to develop their communication and language skills. Babies respond to stories and

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need to do better?

17 February 2022 watch staff closely as they model words to them. Staff identify their key children who have delay in their speech. They sensitively repeat language back to them during one-to-one activities, which has a positive impact on their progress. n A strength of the nursery is the way in which staff promote children's independence and positive behaviour. Young children have good manners and staff praise them consistently. Staff teach them to share and take turns. Children have a good knowledge of hygiene practises and take an active part in their self- care. They wash their hands before snack and staff encourage them to put on their own coats for outdoor play. n Although some activities lack purpose, overall, children are engaged in experiences and make choices about where they would like to learn. Babies explore dough and use the metal pots to experiment with sounds. Older children work creatively to make 'faces' about their feelings and talk to staff about what

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need to do better?

makes them happy or sad. However, some staff are unclear on what they want children to learn from the experience or how it will help them inform the next steps in their learning. For instance, staff do not challenge or extend children's early writing or mathematical skills during the creative activity and the focus is the same for every child who comes to the table. n The manager and staff team worked hard throughout the COVID-19 pandemic to maintain communication with children and families. Parents speak highly of the nursery and comment on how quickly children settle in. They are particularly pleased with how staff help children to build confidence and the range of healthy food provided. n The manager works closely with the staff team and provides support for their professional development and emotional well-being. Staff say they feel happy here and have time to talk during supervisions, staff meetings and weekly catch

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need to do better?

ups. Some staff have refreshed their skills to work with babies and others have reflected on how to support children's communication development.

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Safeguarding

The arrangements for safeguarding are not effective.

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Safeguarding

The manager has not ensured all staff have an up-to-date knowledge of safeguarding issues. For instance, some staff do not have any knowledge of the 'Prevent' duty guidance and others are unaware of potential signs of sexual exploitation and county lines. This has an impact on how quickly staff respond and take action. Staff are aware of the procedures to follow for whistle-blowing and can identify potential signs of physical abuse. The manager understands how to safely recruit new staff. For instance, she conducts a robust interview process and ensures staff have Disclosure and Barring Service checks.

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Due date

ensure staff have an up-to-date knowledge and understanding of safeguarding issues, so they can identify all potential signs of abuse and respond in a timely way 25/03/2022

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Due date

ensure every child has a key person who can tailor learning experiences to meet children's individual needs, specifically in regard to children whose key person works in other rooms in the nursery 25/03/2022

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Due date

develop a purposeful curriculum for all children and ensure staff's teaching helps children to make consistently good progress. 25/04/2022

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Setting details

Unique reference number EY485829 Local authority North Yorkshire Inspection number 10219940 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

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inspection

Total number of places 30 Number of children on roll 62 Name of registered person Twinkle Twinkle Day Nursery Ltd

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reference number

Telephone number 01347823463 Date of previous inspection 14 September 2016

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Information about this early years setting

Twinkle Twinkle Day Nursery registered in 2015 and is situated in Easingwold, near York. The nursery employs 12 members of childcare staff. Of these, all hold appropriate early years qualifications at level 3 and the manager/provider is qualified to level 4. The nursery opens Monday to Friday all year round, except for a week at Christmas and on bank holidays. Sessions are from 7.30am until 6pm. The nursery provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n This was the first routine inspection the setting received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the setting and has taken that into account in her evaluation of the setting. n The inspector observed the quality of teaching during activities indoors and outdoors and assessed the impact this has on children's learning. n Two joint observations were completed by the manager and inspector, indoors during snack time and a planned activity. n The inspector held a discussion with manager in relation to the leadership and management of the nursery. She looked at relevant documentation, such as evidence of recruitment, staff's qualifications and their suitability to work with children. She discussed children's learning and development with the staff team and nursery manager. n The inspector spoke to parents and obtained feedback for 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

17 February 2022 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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