Twizzle Tops Day Nursery

Inspection of Twizzle Tops Day Nursery 9 Cavendish Street, Ipswich, Suffolk IP3 8AX

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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 Not applicable

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The provision requires improvement

Children have good opportunities to be independent. Children learn to dress and undress dolls, and are praised when successful. Older children use scissors independently. Some children can cut around shapes they have drawn. Others make snips in the paper. Younger children choose whether they would like water or milk to drink for snack, and pour this themselves. However, during some routines, children are required to wait for prolonged periods, resulting in children becoming restless.

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The provision requires improvement

Children enjoy being in the garden. They explore the frost on the floor. They say, 'watch out, the ice is slippery'. They stand on the ice to break it apart and tell each other, 'look it's crunchy and melting'. Children show each other the frozen grass in the ice. They explore how they can get the grass free. They throw the ice into a box where it breaks apart, and the children notice it begins to melt. Although there are many opportunities for children to explore, there are inconsistencies in staff's interactions with children, to extend their learning further. This can have a negative impact on children's communication and language skills.

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The provision requires improvement

Children enjoy digging in the allotment to see if they have found any vegetables they have planted. They show delight when they find a potato that has grown. Children water the soil and say, 'they are our vegetables, there were lots of seeds'. They continue to dig to see if they can find any more vegetables.

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need to do better?

n Staff communicate well with parents. They share 'golden moments' about what children have achieved and their next steps in learning. n Staff have resources on hand for parents to help their children with changes. For example, they provide information for parents and books for children based on toilet training. n Parents describe staff as welcoming, positive and patient, and who provide a variety of activities for children. They have regular communication with their child's key person regarding their child's progression. Parents comment that the meals are varied and nutritious. n Children's physical skills are developed well. Children visit the soft-play centre regularly. Staff set up obstacle courses to develop children's gross motor skills. Younger children enjoy baby massage and yoga. n Staff provide lots of opportunities for children to explore the community. They enjoy visits from pets, including chickens and a dog. They also enjoyed a visit to

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need to do better?

the local post box where they posted the letters they wrote to Santa. They then went on a walk to visit the marina and observe the boats. n Staff encourage children to count and add 'one more' to develop their

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need to do better?

12 December 2022 mathematical skills. Children enjoy weighing pasta and exploring numbers in the role-play area. n Older children enjoy making marks in the sand using paint brushes and their fingers, developing their physical and literacy skills. n Although some staff provide warm praise and encouragement to children, they do not always positively role model how to be respectful and sensitive towards each other. This can have a negative impact on children's social and emotional development. n Staff introduce babies to new words, including 'soft' and 'shake', as they enjoy playing. Children then begin to move their whole bodies and follow instructions to 'shake' and 'stop' when playing with the rattles. Older children are introduced to the word 'melting'. Although some staff have high-quality interactions with children, this is not consistent across the nursery. As a result, children's communication and language skills are not supported effectively.

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need to do better?

n Older children serve their own meals during lunchtime and enjoy what is provided. However, there are unnecessary waiting times for children during some routines. For example, all children must wait for everyone to sit down before they have their meals. Then, when finished, children must wait for everyone to finish their main meal before they are provided with pudding. Therefore, children become restless. n The children in the pre-school room begin to wipe their noses independently and wash their hands. However, sometimes, hygiene practices are not effective enough. For example, staff and children do not always wash their hands after nappy routines, and staff do not always maintain the cleanliness of intimate-care areas.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Staff refresh their knowledge on safeguarding regularly. They are aware of the signs and symptoms of abuse and how to report any concerns. Management regularly check children's accidents and attendance to review if there are any emerging patterns that may be a cause for concern. Staff have a good understanding of county lines, female genital mutilation and radicalisation. Staff are aware of the procedures they would take if they were to have concerns about another member of staff. There are good recruitment procedures in place to ensure staff are suitable to work with children.

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Due date

12 December 2022 develop staff's awareness about how to promote respect and sensitivity with children through positive role modelling 06/02/2023

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Due date

support staff practice to deliver a well- sequenced curriculum, so that teaching is of consistently good quality 06/02/2023

p.4

Due date

review hygiene practices to ensure they are consistently effective and meet requirements. 06/02/2023

p.4

should:

n review daily routines to ensure children are not waiting unnecessarily and their behaviour and engagement does not deteriorate.

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Setting details

Unique reference number 2589197 Local authority Suffolk Inspection number 10251184 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 50 Number of children on roll 114 Name of registered person Partyman World (Lakeside) Limited

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reference number

Telephone number 07585324526 Date of previous inspection Not applicable

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Information about this early years setting

Twizzle Tops Day Nursery has been operating since 2020. It is open Monday to Friday, from 7am until 7pm. It is closed for bank holidays. There are 19 members of staff in total. Of these, 15 hold an appropriate early years qualification at level 2 or above. 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 provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The manager and inspector completed a learning walk together to discuss the areas of learning, their curriculum and what they want children to learn, both inside and outside. n The inspector carried out a joint observation of a group activity with the manager. n The inspector spoke to children during the inspection. n The inspector spoke to parents to take account their views of the setting. n The inspector looked at relevant documentation, including first-aid certificates and Disclosure and Barring Service numbers of staff members.

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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

12 December 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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