Key Steps Day Nursery

Inspection of Twin Gables Day Nursery Ltd 102 Eastern Avenue, Gloucester GL4 4LW

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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 happily attend this inviting and inclusive nursery, forming secure relationships with staff who know them well. Staff gather information from parents during enrolment. They use it effectively to plan engaging activities that reflect children's individual interests and promote their development. Staff plan a well- sequenced curriculum, which builds on children's knowledge and skills as they move throughout the nursery.

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The provision is good

Babies are eager to explore the environment. They smile and giggle as they investigate different coloured scarves and textures. Staff support babies' physical development effectively. They offer them encouragement and a steady hand as babies take small steps across the room. Young children confidently walk across textured stepping stones and ride pedalled toys in the garden, responding enthusiastically to staff's praise. Older children work together to build ball ramps with guttering. They develop problem-solving skills as they connect tubes to pump water through the water wall. Staff stand alongside and make suggestions to support their play.

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The provision is good

Children behave exceptionally well and understand the nursery's consistent daily routines. Staff provide younger children with warnings and visual prompts, to help them anticipate what is happening next. Older children take responsibility for organising the visual timetable each morning and follow routines independently. For example, after story time, they go straight to wash their hands before sitting down for lunch.

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need to do better?

n Staff place a strong focus on supporting children's communication, language and literacy skills. Those working with babies and young children maintain consistent eye contact, speak slowly and clearly and introduce single words to build their vocabulary. Babies and young children respond well. They repeat words such as 'red' and make connections to the fire engine in the book they are looking at. Staff encourage babies to use associative sounds. For example, they say 'nee- naw', while pointing to the fire engine. n Older children, including those who speak English as an additional language, are confident communicators. They engage in meaningful discussions with the group, elaborating on their ideas and sharing personal examples to clarify their thinking. For example, during story time, children discuss where animals live and compare features, such as likening a bird's beak to a human nose. n Staff regularly monitor the provision to ensure that all children, families and

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need to do better?

languages are represented within the resources they provide. Children learn about similarities and difference through activities focused on worldly

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need to do better?

24 April 2025 celebrations and festivals. Staff deepen children's understanding of diversity during their play. They listen carefully to children's discussions and ask thoughtful questions. For example, during story time, older children discuss different eye colours and share observations about their own features and those of their friends. n The nursery provides a range of snacks and meals that meet children's individual dietary needs. Staff serve meals in ways that support children's developmental stages, such as blending meals for weaning babies. Children benefit from regular exercise outdoors in the fresh air. They independently access drinking water throughout the day. Staff encourage healthy routines. They remind children to drink and to eat their lunch. However, staff do not always provide children with clear explanations as to why these actions are important for their bodies and their overall well-being.

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need to do better?

n Effective partnerships with parents and other professionals ensure all children, including those with special educational needs and/or disabilities (SEND), make the progress they are capable of. Staff work closely with speech and language specialists and recently completed communication and language training with the local authority to strengthen their support for children even further. They build strong links with local schools, inviting teachers to visit children at nursery and sharing information to support smooth transitions to school. n Staff work effectively as a team and regularly reflect on their daily practice. They evaluate the learning activities they provide, identifying successes and areas for improvement to enhance the care and education they offer. Leaders seek parents' views through annual questionnaires and use this information to drive ongoing improvements. Although leaders are aware that some parents would

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need to do better?

like more detailed information about their children's learning and the nursery's policies, they have not yet identified effective ways to ensure all parents feel fully informed.

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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 provide children with even more experiences to learn about the elements of a healthy lifestyle and how this contributes to their overall health and well-being n build on the information shared with parents, providing more detailed updates about children's learning, and clearer communication about policies and procedures, to ensure they feel fully informed and up to date.

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Setting details

Unique reference number 101522 Local authority Gloucestershire Inspection number 10395022 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 63 Number of children on roll 84 Name of registered person Twin Gables Day Nursery Ltd

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reference number

Telephone number 01452 417488 Date of previous inspection 8 October 2019

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Information about this early years setting

Twin Gables Day Nursery Ltd registered in 1994 and is privately owned. It is open from 8am to 6pm, Monday to Friday, all year round, with the exception of bank holidays. It closes for one week between Christmas and New Year. The nursery employs 15 members of staff. Of these, two hold relevant early years qualifications at level 6, seven at level 3 and one at level 2. The nursery receives funding for the provision of early education for children aged nine months to four years.

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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 Children spoke 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 inspector spoke with the nominated individual about the leadership and management of the setting. n Staff 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 Parents shared their views of the setting with the inspector. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the setting.

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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

24 April 2025 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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