Twinkletotz Day Nursery Ltd

Inspection of Twinkletotz Day Nursery Ltd Southall Park Childrens Centre, Green Drive, Southall UB1 3AY

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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 Good

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The provision requires improvement

The quality of education that children receive is not consistent across the setting. Initially children, including those with special educational needs and/or disabilities (SEND), are enthusiastic to take part in activities and keen to have a go. For example, children get physical as they move around the room to action songs and they explore sensory experiences with cereals and toy farm animals. However, many lose interest as staff do not consider how to adapt activities to ensure all children can take part. Additionally, staff do not always recognise how they can support children further, through interactions, to extend their learning. Therefore, at times children wander aimlessly and disrupt other children's play. Furthermore, staff do not always support younger children to learn about managing their feelings and behaviour. This hinders children's ability to develop positive attitudes to learning.

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The provision requires improvement

Despite areas for development in the provision, children show excitement as they arrive, and leave their parents with ease. Children form positive relationships with each other and staff. Staff promote older children's independence by encouraging them to wash their hands and prepare their own fruit at snack time.

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need to do better?

n Leaders have created an appropriate curriculum for each age group, and they are clear on how they plan for it to be adapted for children with SEND. However, not all staff have a good enough understanding of how to adapt the curriculum for younger children, or those with SEND, to meet their learning needs. This can impact on children's self-confidence as they do not benefit from opportunities to make the best possible progress in their learning. n The key-person system is not secure, particularly for younger children. Staff do not always follow children's interest in supporting development. Additionally, they do not meet their individual personal care needs. For example, staff do not recognise when children are tired and the impact this has on theirs and others' learning, due to their needs not being met. This does not help promote children's emotional well-being. n Older children behave well and understand the setting's 'golden rules.' However,

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need to do better?

staff do not always model or adapt behavioural strategies to support younger children and those with SEND. As a result, not all children are learning what is right and what is wrong. n Children with SEND are identified quickly and appropriate referrals are made as needed. Leaders who support these children know them well and understand their individual needs. They work with parents, and other professionals involved in children's care, to implement strategies, such as visual routines and 'bucket time', to support children engaging in group activities. However, staff do not

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need to do better?

1 October 2024 always make effective use of the strategies to fully engage children in the routine and learning. n Children learn the importance of keeping healthy through everyday routines. For example, they wash hands before eating. Children told the inspector about the healthy foods they eat for snack. Furthermore, staff support older children to build their independence skills. Children are helped to serve their own food and pour their own drinks. This helps to prepare children for the next stage in their learning journey. n Parents comment positively about the nursery. They say their children are happy and have good relationships with staff. Parents share that they receive advice on how to support their children at home, such as during mealtimes. They share that their children make progress, notably in their physical development and making friends. However, parents are not sure who their child's key person is.

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need to do better?

n Staff request training from leaders during one-to-one meetings. Leaders give staff opportunities to develop their practice through online training and shadowing. However, weaknesses in practice are not identified and actioned swiftly. As a result, not all staff have the best knowledge and understanding about how to provide all children with rich learning opportunities. This has an impact on the progress children make.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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Due date

develop staff's skills in implementing the curriculum while taking into account the age and stage of individual children's development, including children with SEND 29/10/2024

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Due date

implement an effective key-person system that is shared with parents and that meets children's individual needs 29/10/2024

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Due date

implement effective, age-appropriate behaviour management strategies 29/10/2024

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Due date

1 October 2024 ensure all staff receive targeted professional development to help improve the quality and consistency of their practice. 29/10/2024

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Setting details

Unique reference number EY424036 Local authority Ealing Inspection number 10364813 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 36 Number of children on roll 26 Name of registered person Twinkle Totz Day Nursery Limited

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reference number

Telephone number 0208 917 9312 Date of previous inspection 13 December 2022

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Information about this early years setting

Twinkletotz Day Nursery registered in February 2011. It operates from Southall Park Children's Centre, in the London Borough of Ealing. The nursery is in receipt of funding to provide early education for children. The nursery is open each weekday from 8am to 6pm all year. A team of six members of staff work at the nursery. Of these, three staff hold relevant early years qualifications.

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Inspection activities

n The inspector discussed any continued impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The inspector viewed the provision and discussed the safety and suitability of the premises. n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want their children to learn. n Children communicated with the inspector during the inspection. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The special educational needs coordinator spoke to the inspector about how they support children with SEND. n The inspector carried out joint observations of group activities with the manager. n Parents shared their views of the setting with the inspector.

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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

1 October 2024 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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