The Treehouse Club

What is it like to attend this early years setting?

Children arrive happy and eager to embark in a day filled with fun activities. Supportive staff greet them with warmth and reassurance and guide them in. Leaders and staff create a stimulating environment that captures children's interests and preferences. They encourage children to make their own informed decisions of what they would like to explore and access next. For example, in the garden, children are very keen to support the staff in watering the beautiful plants to further develop their understanding of the world. They observe how to operate the tap and hold the watering cans with great control. Staff praise them for their efforts and children quickly feel valued and appreciated, which positively contributes to their emotional resilience.

Staff are very supportive and attentive to children's needs. They offer cuddles when children appear slightly upset and promptly attend to their personal needs. Staff have very high expectations of children who follow the setting's routines and boundaries exceptionally well. Children behave appropriately and display good manners towards adults and peers. For example, at snack time, staff support young babies with feeding, while encouraging older children to put their rubbish in the bin then wash their hands. This helps children become independent and positive learners.

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

• Staff and leaders are knowledgeable and experienced. They offer a very diverse and inclusive practice. Children who speak English as an additional language are supported to acquire the new language skills while sharing their home language with their peers and staff. Staff also work very closely with parents and other professionals to help children who require additional support. Effective strategies implemented correctly means that the learning provision is adapted accordingly to allow for children's emerging need to be fully met. As a result, children make good progress in their learning.
• Staff have good knowledge and understanding of children's learning and development. They complete regular observations and next steps in children learning, and track children's progress through termly assessments, which are shared with the parents. Staff meet regularly to reflect on their practice and discuss children's needs. However, staff do not always consider how to consistently adapt their interactions to help extend children's learning further.
• Staff and leaders are very thoughtful. They often organise trips and outings to the local library and surrounding areas. Staff and leaders also organise regular nature-based activities to enrich children's experiences and broaden their understanding of the world. These activities are risk assessed appropriately to ensure children's safety and welfare.
• Staff offer children meaningful opportunities to explore a sand tray to build on their fine motor skills and sensory exposure. They prompt children to fill the diggers and pat the sand flat, while engaging them in conversations about road safety and traffic lights colours. As children become deeply engrossed in this activity, they repeat what each colour of the traffic light signifies. This also helps build on children's communication and language skills and cognitive development.
• Children enjoy books and develop a passion for literature from early age. They are mesmerised to listen to the narratives of their favourite story about a tiger. They point at the characters on the pictures and name them successfully. This helps further develop children's early reading skills.
• Leaders are very reflective and ambitious. They implement creative and unique systems to enhance all staff's professional development. Staff benefit from regular supervision meetings and tailored training programmes. Leaders are passionate and committed to providing children with the best start to their early education. This is embraced with dedication by all staff who report that they are very happy to work at this setting.
• Partnerships with parents are positive and robust. Staff and leaders offer parents the chance to become involved in their children's learning. They organise regular meetings to discuss their children's progress, while providing continuous aid and guidance.

What the setting must and should do next

The provider should:

• guide and support staff to strengthen their practice and consistently adapt their interactions to extend children's learning further.