Tall Trees Day Nursery UK Limited

What is it like to attend this early years setting?

Children enjoy exploring the learning environment that staff have set up for them. Younger children observe what happens when they press pine cones and forks into the play dough. Older children dig in the sand and chat confidently to staff about building sandcastles. This helps children to make links to their own experiences and to develop an understanding of cause and effect.

Staff provide opportunities for children to learn some of the similarities there are between themselves and others. For instance, staff encourage younger children to think about what they look like as they draw faces on the ground in chalk. Staff extend this activity by asking children how their 'faces' are feeling. This supports children to name their own emotions.

Staff supervise children effectively. This helps them to recognise when children need support with their behaviour. For instance, staff act promptly when they observe children throwing the toys. Children listen to staff and respond appropriately. Staff also set clear expectations for children, such as giving them a five-minute warning before it is time to tidy up. This helps to prepare children as they move through the daily routines.

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

• Leaders understand the importance of providing children with a variety of experiences. For instance, they learn about different languages and cultures. Staff also plan visits in the local community to feed the ducks and go on nature walks. This helps children to learn about the world around them.
• Staff enjoy working at the setting and they appreciate the support that they get from leaders to enhance their professional development. The manager observes the teaching in the rooms. This enables her to identify strengths in staff practice and areas where staff need further training. This helps improve the quality of the education that children receive at the nursery.
• Staff get to know their key children by tracking their progress. This enables staff to plan for children's learning. However, at times, staff are not fully aware of children's individual circumstances. This means that, on occasion, staff do not have the available information to fully meet children's needs.
• Staff guide children to manage their own healthcare routines. This includes regularly reminding them to wash their hands before mealtimes. This helps children to gain an understanding of how to look after their own bodies.
• Children are supported to be independent. Staff encourage older children to serve their own lunches and feed themselves. When children have difficulty using the cutlery, staff spend time showing them how to use it themselves. This helps children to learn to meet their own needs.
• Leaders and staff work closely with parents, the local authority and the other agencies involved in children's care. This enables them to implement effective strategies to support children with special educational needs and/or disabilities (SEND). For instance, they work with specialists to support children's physical development. This helps children with SEND to receive consistent support to promote their continued progress.
• Parents feel well supported by leaders and staff. Their children are happy attending the nursery. Staff keep parents informed about their child's progress. Staff also share ideas with parents about how they can continue their child's learning at home. Parents are actively encouraged to share observations of their child's development with staff. This complements the planning that staff do to help children with their ongoing learning.
• Leaders take steps to keep children safe online within the setting. For instance, they ensure that the nursery devices are safe for children to use. However, they have not considered how to help children gain an understanding of possible risks when using the internet and digital technology online. This does not fully support children to learn to keep themselves safe.
• Leaders evaluate the effectiveness of their service through a variety of different methods. They ask parents to provide feedback and they seek advice from the local authority. This helps leaders to implement changes where appropriate, in order to improve the quality of care they provide for children and their families.

What the setting must and should do next

The provider should:

• strengthen the key-person system to enable staff to be fully aware of children's individual circumstances so they have a holistic overview of their key children
• extend opportunities for children to develop an awareness of how to keep themselves safe online and when using digital technology.