Tree Tots Day Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children arrive confidently and are greeted by friendly, enthusiastic staff. Children settle quickly and have strong bonds with staff whom they seek out for comfort when needed. Children are curious and focus for long periods.

They carefully fill a bowl with coloured water and consider how dark and deep it might need to be for a fish to live in. Children are active and enjoy plenty of fresh air and exercise. They climb the hill and slide down it on planks and enjoy balancing and climbing on the play equipment.

Children play cooperatively. They make potions together in the forest school and independently use a sand time...r to take turns. They say to their friends, 'I need your help', when they are unable to move a tyre alone.

When minor disagreements do occur, staff support children to understand the consequences of their actions on others. Older children learn to be independent in preparation for school. They put on their own shoes and coats and wash their own hands.

They learn to take appropriate risks in the forest school. They use tools, build dens and cook on the campfire. This builds confidence and self-esteem.

Babies enjoy sensory activities to help develop their motor skills and encourage exploration. Children demonstrate motivation to learn and are happy and secure.

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

Managers provide a broad and balanced curriculum which staff adapt for each age group.

Staff carefully track children's progress. Any gaps in learning are quickly identified, and appropriate steps put in place. Significant concerns are followed up by the special educational needs coordinator, who works closely with other professionals and parents to ensure that children's needs are met.

Staff support children to develop their communication and language skills. They sing songs to babies and provide a running commentary as they play, to help give meaning to their actions. Staff support older children to extend their vocabulary and engage them in conversation as they play.

For example, they talk to children about the 'height' of the hill and pretend it is a 'mountain'.Most staff follow children's lead to adapt and extend learning according to their interests and next steps in development. However, at times, expectations of children's mathematical knowledge are too high, and the tools staff provide do not always support children in being successful.

Children are imaginative. They create potions containing 'orange juice, lightning, octopus ink, herbs and flowers'. Staff encourage children to consider what magic their potions might possess and children explain it will turn them into a 'kind grass fairy'.

This nurtures children's communication skills, social skills and creativity.At story time, older children vote for the book they want to listen to using conkers. This helps children to understand British values and democracy and helps them to respect other people, who might have different views.

Babies enjoy making marks with paint and exploring in sand to develop their motor skills. Older children manipulate play dough with their hands, stir ingredients, cut petals and draw with crayons. These activities help them build their muscles in preparation for early writing.

Staff nurture children's emotional development. Staff working with babies have a strong understanding of attachment and create a calm, soothing environment. They practise respectful care by talking to babies about what they are doing when they change their nappies or put them down for a nap.

Children are supported by staff to manage their emotions using a calming 'sensory den', when needed.The nursery supports staff who are new to the early years sector to understand the key skills required before undertaking an apprenticeship. A dedicated senior member of staff mentors and supports their journey and development.

This helps to improve and develop their practice and interactions with children.Parents value the care and education their children receive and speak highly of the care provided, especially regarding the outside area and forest school sessions.During the COVID-19 pandemic, leaders and managers supported local families by providing food parcels and educational packs.

Children and families were able to access activities online, such as a fairy walk, songs and stories. This helped children to maintain their relationships with staff and ensure continuity.

Safeguarding

The arrangements for safeguarding are effective.

Managers and staff have a strong understanding of their responsibilities in keeping children safe. They are aware of the signs and symptoms that might indicate a child is at risk or abuse. Staff know the procedures to follow if they have any concerns about a child's welfare or potential allegations against a member of staff.

The designated safeguarding lead liaises appropriately with outside agencies to keep children safe. Leaders and managers adopt safer recruitment practices and regularly review the ongoing suitability of staff to work with children.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: further support less experienced staff to help them meet children's learning needs more effectively during adult-led activities.