The Learning Tree - Sissinghurst

What is it like to attend this early years setting?

Children enjoy learning in the safe, secure and stimulating environment. They choose from a range of outdoor activities, such as using the climbing frame and riding tricycles, which develops their physical skills. Additionally, they learn about nature, for example when they collect leaves as they walk in the local school grounds. Furthermore, they learn to respect other living creatures when they visit the animals living on the school site.

Children successfully develop their problem-solving skills and concentration. For example, they work well together for a long time to build a wall using foam bricks. Furthermore, they demonstrate their determination and resilience as they rebuild the wall several times when the wind blows it down. Children have many opportunities to develop their imagination. For example, they make ice creams with play dough and pretend to navigate through mud as they go 'on a bear hunt'.

Children are learning how to successfully manage their feelings and emotions. They understand the consistent messages from staff about the high expectations of behaviour, such as using 'kind hands'. Children are beginning to understand about how their behaviour makes others feel.

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

• Staff support children's communication and language development well. They use a range of ways to promote children's listening skills and concentration. For example, staff use glove puppets to teach children about professionals in the community, such as a firefighter and police officer. However, staff do not always provide effective ways for children who speak English as an additional language to express their ideas and communicate their needs.
• Parent partnerships are strong. Parents comment that they feel fully informed of their child's progress. Furthermore, they enjoy using the online journal which informs them of what their child has been doing during their time at nursery. However, staff do not yet routinely share ideas with parents to help extend children's learning at home.
• Staff are good role models for children and use effective ways to support children to develop their social skills. For example, they use sand timers to help children learn how to take turns. This prepares them well for their next stage, such as moving to school. Additionally, children behave well and demonstrate good manners.
• Staff know their key children and families well. Staff build strong attachments with children, which helps them to feel safe and secure. Furthermore, staff give children lots of praise and encouragement, which successfully promotes their emotional well-being and self-esteem.
• Children have a good understanding of how to keep themselves healthy. This is seen when they comment that the fruit at snack time is 'healthy'. Older children know to wash their hands after using the toilet and before meals. Staff support younger children to do this. Children learn ways to keep themselves safe, such as practising what to do in the event of a fire.
• Staff work well together as a team. They are encouraged to complete training, which they share with their colleagues, to help ensure teaching is of high quality. The owner and manager support staff well. For example, there is an effective programme of supervisions to monitor staff performance and well-being.
• The manager evaluates the quality of service she provides regularly. She seeks feedback from staff, children and parents to help identify any areas for improvement. For example, during the COVID-19 pandemic, parents did not come into the setting. Following a recent consultation, some parents now help to settle their children at the start of the session if they wish.
• Staff use observation and assessment well. They use the information gained to effectively plan accurate next steps in children's learning. Furthermore, staff swiftly identify emerging gaps in children's learning and development. They work closely with other agencies to get children the extra help they need to make continued progress.

What the setting must and should do next

The provider should:

• build on strategies to support children who speak English as an additional language to express their choices and communicate their needs
• develop ways to share ideas with parents to further extend children's learning at home.