Twinkle Cottage Day Nursery

Inspection of Twinkle Cottage Day Nursery 115 Fratton Road, Portsmouth, Hampshire PO1 5AJ

p.1

Overall effectiveness Good

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

p.1

The provision is good

Children, including those with special educational needs and/or disabilities (SEND) and those with English as an additional language (EAL), thrive during their time at the nursery. Children benefit from the high expectations and knowledge staff have of them. They base the curriculum on children's individual needs, for instance, placing great emphasis on developing listening and attentions skills. This provides children with a foundation in which learning is successfully built upon.

p.2

The provision is good

Children are safe, happy, and thoroughly enjoy their time at nursery. They settle quickly on arrival and show good levels of concentration as they engage in well- planned play opportunities. Staff respond to children with compassion and care. They identify those who need additional emotional support and offer cuddles and reassurance. This helps children feel secure and gain confidence.

p.2

The provision is good

Children behave well. Staff regularly remind children of the rules, which are deeply embedded. For example, children activate their 'brain boxes' and 'listening ears', and younger children 'shake out their sillies'. This helps prepare children to engage in focused learning. Children are forming meaningful friendships. Older children are developing an awareness of the emotions of others. For instance, they recognise when their friends need help and independently offer them support.

p.2

need to do better?

n The manager has a clear vision to provide ambitious and inclusive early education for all children. She uses funding creatively to extend children's learning at home and provide additional support for those who need it most. She recognises the impact that COVID-19 pandemic has had on children's opportunities and experiences and has adapted the curriculum accordingly. For example, parents have flexibility when settling new children. These new arrangements focus on their individual needs and prioritise their emotional well- being. n Overall, staff benefit from regular team time, peer observation and supportive supervision. Generally, this strengthens their knowledge and skills well. However, at times, some students do not receive the same level of support as others to enhance their practice. This means children do not consistently receive interactions that are of the highest possible quality. n Staff use opportunities well to develop and embed children's understanding of

p.2

need to do better?

early mathematical concepts. For example, older children discuss and compare properties of squares and rectangles during a cutting activity. Toddlers are learning that number has value as they use their fingers to count. n Staff use assessment successfully to identify what children know and what they need to learn next. They show skills as they adapt their language and teaching.

p.2

need to do better?

7 March 2022 They know when to simplify their approach or provide challenge, depending on children's individual next steps. For instance, while playing with potato heads, staff support some children to identify basic body parts while introducing others to positional concepts. However, on occasion, staff interrupt children's learning unnecessarily. For example, some children leave focused activities early to eat their lunch. This means that they miss potential learning opportunities. n Staff place great importance on developing children's early communication. Children, including those with SEND and EAL, benefit from the use of visual aids to enable them to communicate their needs and wishes. Staff provide commentary on children's play and repeat words to support language development. They introduce new vocabulary such as 'diagonal', 'snip' and 'direction'. Children develop a love of books and rhymes as they repeat familiar

p.2

need to do better?

phrases during story time. n Children are developing skills that will prepare them for their next stage of learning and their eventual move to school. For instance, they show high levels of independence as they attend to their own care needs. Even very young children follow instructions and put their toys away when asked. Children have lots of opportunities to develop their physical skills both inside and outside. Children have regular access to a well-resourced garden where they run, climb and scoot. n The manager places great importance on partnerships with parents and professionals. She has developed creative ways of including parents in their children's learning. For example, parents are able to access a well-resourced lending library. They attend open mornings to gain an insight into their children's nursery experience. Parents report positively on the care and support they and their children receive.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The manager and her staff know their children very well and are dedicated in maintaining their safety. Staff and those with a responsibility for safeguarding demonstrate a clear understanding of the policies and procedures to keep children safe. They are able to identify the signs and symptoms that may indicate a child is at risk of harm, and the action to take should they have concerns about a child's welfare. This includes wider safeguarding matters, such as protecting children from extreme views. The manager completes appropriate checks on staff to assess their suitability to work with children. This includes during recruitment and on an ongoing basis. The manager has implemented effective risk assessments to ensure that the nursery is safe and secure. These are shared and understood by staff.

p.3

should:

7 March 2022 n review routines and activities to ensure that these do not interrupt children's learning opportunities n strengthen the support staff, including students, receive to ensure that all children have access to the same high-quality interactions.

p.3

Setting details

Unique reference number EY427294 Local authority Portsmouth Inspection number 10226398 Type of provision Childcare on non-domestic premises

p.5

Registers

Early Years Register, Compulsory Childcare Register Day care type Full day care

p.5

inspection

Total number of places 48 Number of children on roll 100 Name of registered person Twinkle Cottage Day Nursery Ltd

p.5

reference number

Telephone number 02392828888 Date of previous inspection 14 October 2016

p.5

Information about this early years setting

Twinkle Cottage Day Nursery Limited registered in 2011. It operates from a converted detached property in the Fratton area of Portsmouth. The nursery is open five days a week from 7.30am to 6pm, 51 weeks of the year. The nursery receives funding to provide free early education for children aged two, three and four years. There are 16 members of staff who work with the children, 13 of whom hold a relevant early years qualification at level 3 or above.

p.5

Inspection activities

n We carried out this inspection as a result of a risk assessment, following information received about the provider. n This was the first routine inspection the provider received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with the provider and have taken that into account in their evaluation of the provider. n The manager and inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The inspector carried out a joint observation of a focused activity with the manager. n The inspector spoke to parents during the inspection and took account of their views. n The inspector looked at relevant documentation and reviewed evidence of the

p.6

Inspection activities

suitability of staff working in the pre-school.

p.6

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.

p.6

Inspection activities

7 March 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.

p.6

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.7

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7