Two By Two's Nursery

Inspection of Two By Two's Nursery Gibbs Street, Wolverhampton WV6 0RE

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Overall effectiveness Good

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

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The provision is good

Children arrive happy; they are greeted by smiling staff who welcome them in. They have formed close relationships and, as a result, children feel safe and secure in their care. Staff are attentive to children's needs and offer reassuring cuddles to the youngest children. Staff generally have clear understanding about children's learning, including those with special educational needs and/or disabilities (SEND). Children with SEND benefit from individualised support from their key person. All children make good progress from their starting points.

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The provision is good

The nursery environment is organised, spacious and inviting. Resources have been carefully chosen to reflect children's interest and curiosities. As a result, children are confident in the environment and show high levels of engagement. Children make independent choices in what they want to do. For example, younger children play with cars, pushing them through crunchy cereal and leaving a trail. While older children use their cooking skills to make their very own banquet from dough. Children's behaviour is good.

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The provision is good

Children benefit from going outdoors and develop their physical skills. For example, children use the large open space to run around with their friends. They steer cars and bicycles, kick balls and take safe risks to balance and navigate the tyres. As a result, children develop independence and resilience.

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need to do better?

n Leaders are clear about what they want children to learn. They are driven to give every child the best possible start. They are focused and committed to raise children's communication and language skills. Staff share this focus and provide exciting opportunities for children to support their language development. However, on occasion, staff can ask too many questions and do not give children time to think and respond. As a result, this limits children's critical thinking. n Leaders have developed a flexible planning and assessment system. Staff are confident and plan a good range of interesting and exciting activities and experiences that children enjoy. However, staff do not always deliver individualised learning. As a result, children are not fully supported to make the very best progress. n Leaders work well with outside agencies to ensure that children with SEND receive the support they need at the earliest opportunity. Staff ensure that

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need to do better?

children with SEND have access to the same opportunities as other children. The curriculum is tailored towards their needs and to suit their learning styles. Leaders ensure that additional funding is spent effectively to further enhance children's development. n Leaders have embedded a robust key-person system. Staff know the children

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need to do better?

13 November 2024 well. They use their knowledge of children to build on their current interests. Staff use varied resources to promote children's skills in all areas of the curriculum. For example, children use microphones to amplify their voice, and they giggle as they sing the alphabet to one another. Others spend time painting. They enjoy mixing colours and eagerly stir the paint to see what colour it makes. n Staff are good role models and have high expectations for children's behaviour. Staff consistently praise children's achievements no matter how small. Children are valued and experience a sense of achievement, which develops their self- esteem. n Children are supported to be independent. For example, children who will be leaving for school wash their hands before sitting down to eat. They serve their own lunch and make healthy choices. This helps them to gain the skills they need in preparation for school.

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need to do better?

n Parent partnerships are strong. Parents speak highly of the setting and staff. They are confident that their children are cared for. They comment on how friendly the staff are and appreciate daily feedback from their child's key person. Parents talk positively of how children have settled and how happy they are when being dropped off. Parents comment positively on the progress their children have made, particularly with their vocabulary. For example, parents express how much more their children talk at home, talking about staff and what they have been doing during the day. n Leaders monitor staff's practice through observations, regular feedback and supervision opportunities. This helps staff to build on their already good knowledge and skills.

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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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should:

n help staff to deliver their planned and individualised learning intention to ensure that children make the best possible progress n give children more time to think about what they have been asked, to formulate their reply and respond to questions.

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Setting details

Unique reference number EY541610 Local authority Wolverhampton Inspection number 10370461 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 54 Number of children on roll 86 Name of registered person Two By Two Day Nursery Ltd

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reference number

Telephone number 01902426058 Date of previous inspection 25 April 2019

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Information about this early years setting

Two By Two's Nursery registered in 2017 and is located in Wolverhampton. The nursery employs nine members of childcare staff. Of whom, one holds an appropriate early years qualification at level 5, four hold level 3 and four hold level 2. The manager is qualified to level 3. The nursery opens Monday to Friday, all year round. Sessions are from 7.45am to 5.45pm. The nursery provides funded early education and care for children aged over nine months.

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Inspection activities

n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want the children to learn. n The inspector spoke to children to find out about their time at the setting. n The inspector spoke with the manager about the leadership and management of the setting. n The special educational needs coordinator spoke to the inspector about how they support children with SEND. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector carried out a joint observation of a group activity with the manager. n The inspector spoke to several parents during the inspection and took account of their views. n The inspector looked at relevant documents.

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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

13 November 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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