Twynham House Nursery School

Inspection of Twynham House Nursery School Twynham House, 15 Stour Road, Christchurch, Dorset BH23 1PL

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Overall effectiveness Good

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

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The provision is good

Children securely develop confidence in their own identity. They learn the importance of respect, appreciation and tolerance for others. For example, staff carefully choose books to read that celebrates and represents the life and experiences of each unique child in the nursery. Through stories, children learn about similarities and differences between themselves and others.

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The provision is good

Leaders place diversity and inclusion at the heart of their curriculum. They thoughtfully structure routines, to ensure at mealtimes children build on what they already know about the world through the food they eat. For instance, at lunchtime children enjoy dishes from a variety of places and cultures. This helps them to deepen their knowledge about communities beyond their own. This supports children to develop a strong understanding of fundamental British values.

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The provision is good

Staff ensure children's everyday experiences help them to become independent. On arrival, children sign themselves into the nursery and greet staff with a big welcome. Children master walking up and down the stairs safely, developing their balance and muscle strength. They learn overtime how to assign one foot to each step as they grow. Children take responsibility for setting the table, cutting their own fruit and vegetables and pouring their own drinks. Staff work closely with children to help them make progress in managing their own self-care and hygiene routines. This ensures that children develop the knowledge and skills they need to be ready for their next stage.

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need to do better?

n Leaders support staff effectively through careful coaching and mentoring. They nurture staff's thoughts and ideas, to develop areas of their well-sequenced curriculum. For example, staff create a growing garden to introduce real plants and creatures for children to explore, observe and take care of. Children enjoy watering the plants and finding worms in the soil. This motivates staff to develop their practice through the project work they take ownership of. This means that the curriculum is delivered well, overall, ensuring children receive a high-quality early years education. n Children feel confident and motivated to engage in a wide range of experiences available to them. For instance, staff teach children how to use real tools responsibly. Children learn how to make holes in pieces of wood using hand drills safely. This means they develop the skills they need to manage their own risks in their play and keep themselves safe.

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need to do better?

n Staff enthusiastically introduce new ideas and skills, which excites children and sustains their engagement. However, occasionally, explanations and demonstrations are not sufficiently clear enough for older children. For example,

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need to do better?

1 September 2025 staff do not always help children to understand the purpose of their learning and explain how they can increase their skills, such as when using scissors. This means children do not always make the necessary connections to understand what is expected or enable them to increase their skills. n Staff support children's speaking and listening skills effectively. They often engage in meaningful conversations with children, extending their language and introducing new vocabulary. Staff use assessment well to identify children who are at risk of delay and provide robust interventions where needed. Consequently, children make the progress they are capable of. n The curriculum for personal, social and emotional development is effective in many ways. For example, staff build warm, trusting relationships with children. Games, such as rolling a ball and calling a friend's name, help children to get to

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need to do better?

know one another and develop secure friendships. Staff are sensitive to children's emotions and often step in quickly to redirect play, which helps to maintain harmony. However, this sometimes means children do not have enough time or support to put their own feelings into words or to practise strategies for managing them. This reduces opportunities for children to develop these important skills through the curriculum. n Leaders value the crucial role parents play in the partnership working between home and the nursery. Leaders actively listen to feedback from parents to ensure that children have a strong start to their early years education. For instance, parents enthusiastically share their family experiences through photos, messages and post cards. Staff use this information to support children's learning and development. For example, in the baby room, staff create role-play areas based on children's home experiences. They provide resources that help

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need to do better?

children develop their imagination, building on what children already know and can do. Consequently, the seamless team work between staff and parents helps children to learn and develop well.

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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 strengthen how staff model and explain new skills so that children clearly understand what is being taught and can build their skills effectively n refine how the curriculum supports children to recognise and talk about their feelings, so they develop the skills to manage their emotions and behaviour more independently.

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Setting details

Unique reference number 2592771 Local authority Bournemouth, Christchurch & Poole Inspection number 10418264 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 97 Number of children on roll 138 Name of registered person Simkap (Childcare) Limited

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reference number

Telephone number 01202 470 740 Date of previous inspection 10 November 2022

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Information about this early years setting

Twynham House Nursery School registered in 2020. It is in Christchurch, Dorset. They are open Monday to Friday, from 7.30am until 6pm, all year round. The nursery employs 34 members of childcare staff. Of these, two members of staff hold qualified teacher status, three hold a relevant early years qualification at level 6, one level 5, two level 4, seven level 3 and two level 2. The nursery offers government funded childcare places for children. The nursery also receives funding for disadvantaged children.

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Inspection activities

n The inspector viewed the provision and discussed the safety, security and suitability of the premises with leaders. n The inspector and leaders completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n The inspector talked with staff at appropriate times during the inspection and took account of their views. n The inspector spoke with the nominated individual and leaders about the leadership and management of the nursery. n Parents shared their views of the nursery with the inspector. n The inspector carried out a joint observation of a group activity with staff. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working at the nursery.

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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 September 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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