Treetops Childrens Nursery Ltd

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Babies settle in well and seek cuddles and reassurance from the warm and nurturing staff when they are tired. Children talk with enthusiasm about their 'newsbooks', showing their friends the photographs of what they have been doing at home. They are eager to join in activities and understand routines and expectations of behaviour.

For example, children know to wait until the end of morning group time, before choosing what to play with next.The dedicated managers and staff work well together as a team and share their high expectations. They provide an inclusive, stimulating learning environment and plan effectively for what each... child needs to learn next.

Staff provide good provision for children with special educational needs and/or disabilities. They seek early help from other professionals to start to close any gaps in children's progress. As a result, most children develop the key skills they need to be ready for school.

Additional funding is used effectively. For example, staff provide experiences that children, particularly the most disadvantaged, may not otherwise access. Children visit local care homes and enjoy taking part in French, football, drama and yoga sessions.

Older children are excited to show items that they have brought in for the local charity event.

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

Partnerships with parents are good. Staff provide parents with helpful ideas and resources to continue children's learning at home.

Parents state that staff keep them well informed about their children's progress and what they have been doing at the nursery.Children thoroughly enjoy exploring the high-quality resources, particularly in the sensory room and 'outdoor classroom'. These facilities help to keep children engaged and enthused in their learning.

Managers provide staff with regular support and training. However, supervision and monitoring are not highly focused. Managers do not promptly identify weaknesses in staff practice, to ensure that the quality of teaching is consistently high.

Children are happy, self-assured and confident. They demonstrate a strong sense of belonging, for example, as they hang up their coats upon arrival. Older children manage their own toileting and handwashing routines independently.

They are eager to help tidy up and put the toys away when they have finished with them.Staff provide children with a healthy diet and ensure that water is accessible throughout the day. However, they do not give consistent messages to help children learn how to make healthy choices.

Children are confident to try new things and solve problems. They work out how to negotiate the toy pram over the tyres, so that the doll does not fall out. Children ask staff to hold the paper so that they can carefully cut out their superhero mask.

Staff provide children with plenty of opportunities to be physically active. Children develop good early writing skills as they practise holding mark-making tools. Babies steady themselves as they repeatedly climb the ramp and walk down the steps.

Children enjoy playing imaginatively and invite others to join in. For example, they ask their friends to feed the doll to soothe it when it cries. Babies explore the sand and work out how to use different items to scoop it into containers.

Staff encourage children to 'have a go' and take on a challenge. For example, they explain how to put the doll's arms into the sleeves, before asking children to have a try. Children are confident and motivated to play and learn.

Staff use singing and rhymes, and encourage children to make up their own stories. They introduce new words, such as 'turquoise', as children discover the different colours they can make from mixing the paints. Children are developing confidence to talk in large groups and share their views and experiences.

Staff provide children with a range of meaningful experiences to help them to value differences in others. For example, children learn about religious festivals that their friends celebrate at home. This helps them to value differences in others.

Safeguarding

The arrangements for safeguarding are effective.Managers place a strong focus on safeguarding children. They provide ongoing training, support and regular quizzes for staff to complete.

This ensures that staff know their responsibilities in safeguarding children. Staff have a robust understanding of how to identify and promptly respond to any indicators of possible abuse and neglect. They are aware of current guidance, such as the 'Prevent' duty, to safeguard children further.

Children are supported to learn how to keep themselves safe. They know to wait until it is their turn to hold onto the bannister and walk down the stairs with care.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: focus supervision and monitoring more sharply on promptly identifying weaknesses in practice, and raise the quality of teaching and learning so it is consistently at the highest level nenhance the opportunities provided to children to help them to learn how to make healthy choices.