The ABC Treehouse Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Staff know children well and are sensitive to their needs.

They help children to make friends, feel secure and enjoy nursery. Staff read and sing to children through the day, using songs to indicate routines and a change of activity. For instance, staff sing a song about lining up safely and one about washing hands before eating.

Staff are good role models for children who listen and respond to instructions. For example, children happily help staff to tidy up when asked. Staff use children's interests to inform plans for activities and outings.

For example, when children display an interest in animals, staff t...ake them to see horses in a nearby field. This creates opportunities for discussions and for linking children's learning. Staff promote children's overall well-being as they encourage lots of fresh air and regular outdoor play sessions.

Children eat healthy meals at nursery and also learn about using technology safely. Children practise their physical skills such as balance as they walk on planks and tyres in the outdoor area. This also helps them learn to manage risk in a safe environment.

Staff's teaching of the broad curriculum helps children to make good progress towards the next stage of their education.

What does the early years setting do well and what does it need to do better?

Communication and language are key throughout staff's teaching. Staff speak clearly and use Makaton signs as they teach and as they narrate children's play, for instance.

This promotes children's confidence in their language skills and in how they communicate with others. Children develop their confidence and approach visitors to engage with them using speech and signs.Staff promote life skills and help children to form good habits.

For instance, children learn to eat meals around a table where they converse with their peers. They learn about healthy lifestyles and oral health. Children develop sound personal and social skills.

Staff help children to understand how their behaviour affects others. For instance, staff remind children to use kind hands and to think about their friends' feelings. Staff also give children tailored strategies to support them to regulate their emotions.

Children's emotional development is well supported.Staff monitor and assess children's progress effectively. Gaps are identified and narrowed and additional support sought out where appropriate.

Staff work closely with parents ensuring that consistent strategies are used to support children's learning and aid their progress.Children with special educational needs and/or disabilities (SEND) are well supported. Their individual needs are very well considered, and staff know them well.

Staff work closely with a wide range of other professionals to ensure timely and appropriate support for each child and family is in place. Children with SEND make good progress from their individual starting points.Staff get to know each child and family well.

They gather plenty of information about individual circumstances which enables them to bridge any gaps in children's experiences. Additional funding is spent thoughtfully to ensure each child has access to a wide breadth of opportunities. This supports children's learning across the curriculum and helps them to build firm foundations for their learning and life.

Staff are ambitious for all children's learning. However, on occasion teaching is not precisely targeted to children's level of understanding. For instance, young children are asked to follow fast-paced instructions in a music group but quickly lose interest as they are not yet ready for that level of focus.

Staff work hard to continually engage and involve parents in their children's learning. They provide regular updates on children's progress and lots of ideas to promote home learning. Parents comment positively on the support staff give them to enhance their parenting skills.

These strong relationships help to promote the consistency of children's care and learning.The provider supports staff effectively in their professional roles and personal lives. They target professional development opportunities to enhance teaching and to benefit the children attending.

Leaders offer flexible working, for instance, to support staff's personal circumstances. Staff enjoy their roles and are valued team members. This helps them to be positive role models for children.

Safeguarding

The arrangements for safeguarding are effective.There is an open and positive culture around safeguarding that puts children's interests first.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: support staff to sequence children's learning more precisely, ensuring that basic concepts are embedded well before moving on to more complex learning.