The Treehouse Club Forestry Nursery And Out Of School Club

Inclusion: Expected standard

Leaders are committed to ensure all children thrive and make continued progress. They have created an inclusive culture where children's unique needs are swiftly identified, understood and supported. Leaders routinely monitor children's progress closely and review support regularly to ensure it remains effective. That said, while leaders have identified a need to improve the environment in the baby room to ensure children can easily access all resources, this is not yet effective.

Leaders value partnership working and work collaboratively with families to shape children's experiences and this contributes to ensuring early interventions are positive. This approach strengthens the quality of provision for all children, including those with special educational needs and/or disabilities and those children known or previously known to social care. Regular, communication with parents and carers ensure leaders and staff to understand each child's experience and ensure that important information is shared. Leaders are aware of the importance of additional funding, such as early years pupil premium, being used in a purposeful and targeted way to enable disadvantaged children to access enrichment, support and build confidence. Staff work closely and with families and any external professionals to ensure that consistent support is in place. Parents speak highly of the staff team and their children's experiences at nursery. They say their children are excited to attend and have flourished and made continued progress since attending the setting.

Curriculum and teaching: Expected standard

Leaders and the staff team understand the curriculum. Leaders monitor the quality of teaching and do have an action plan to bring about continued improvement. The curriculum is designed around children's interests, supports skills needed to be independent learners and typically provides challenge for children to ensure positive outcomes. Initial assessments, and ongoing observations are completed. Children's key person have meaningful discussions with parents and carers regarding their child's progress. This means they identify children's next stage in learning effectively and adapt activities accordingly to ensure that children with special educational needs and/or disabilities can fully participate. Staff prioritise children's physical and personal and emotional development. Staff understand the importance of children feeling secure and happy also that they will be curious and develop a positive attitude to learn.

Leaders and staff encourage children to be confident communicators and generally support communication and language well. Staff model a wide vocabulary to children through meaningful engagement. For example, older children listen with intent as they learn what activities are available within forest school. They are reminded about how to stay safe and they contribute to the conversation as they discuss looking out for tree roots so as not to trip. They talk about bees and use descriptive words as they explain they have a stripey pattern. Children recall previous learning as they discuss the hexagon shapes in honeycomb, and talk about bees collecting nectar from the flowers. This however is not consistent throughout the nursery as knowledge and understanding of how to promote speech and language effectively is variable.

Achievement: Expected standard

Children feel secure and develop a positive attitude to learning and are enthusiastic to try new things. They typically focus, engage and are motivated to 'have a go' and demonstrate their enjoyment of learning. Children's personal, social and emotional development and communication and language skills are typically developing well, including children with special educational needs and/or disabilities (SEND).

Children, including babies show increasing independence. For example, children persevere when dressing in preparation for outdoor learning. Children quickly and patiently master the skill of putting on high visibility tabards. Babies gesture and confidently seek support when they want a drink. Children are learning the skills required to ensure they are suitably prepared for the transition to the next room or transition to school. All children, regardless of their starting points and including children with SEND or barriers to learning, make progress in their development. All children typically make progress as strategies and early interventions are in place to support their individual needs. However, minor weaknesses in the consistency of teaching and routines impact on children's overall achievement.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff provide a positive learning environment. Children are cared for by nurturing and calm staff and this fully supports children's personal, social and emotional development. Children have formed close bonds with their key person. Leaders have high expectations, and these are reinforced throughout the day as staff model behaviour well. Children learn through stories and discussion with staff how to regulate their emotions. They learn about feelings and have the vocabulary to express how they feel. As a result children's behaviour is exemplary.

Children are supported well to turn take and respectfully listen to their friends. For example when participating in a game of 'what's missing'. Even the youngest children show sustained concentration as they guess what object is no longer present and are pleased when their friends guess correctly. Leaders and staff place a focus on promoting positive attitudes through established routines. They actively encourage good attendance, which ensures children's welfare and helps children to build secure relationships and fully participate.

Babies individual routines are respected and thorough discussions take place during settling in to ensure staff are fully aware of parents wishes. Babies are cared for with kindness by attentive staff. For example, they are respectfully asked by staff if they may change their nappy. While children are familiar with the routines in place on occasions they impact children's learning. For example, the organisation of nappy changing and mealtimes means staff are sometimes busy with other tasks. Therefore, they are not able to focus on supporting the children in meaningful learning.

Children's welfare and wellbeing: Expected standard

Leaders and staff promote children's welfare and wellbeing effectively through nurturing and responsive care. An effective key-person system is in place, and all staff speak knowledgeably of all children attending. Care practices meet children's individual and emerging needs. Children feel safe, secure and they confidently seek reassurance and cuddles when needed and then return happily to play. This provides emotional security.

Children are very aware of their own personal safety and the safety of others. They are well-supported as they engage in risky play and understand the boundaries and rules in place to keep them safe. For example, they understand the need to work carefully together as they roll large logs or when they climb trees. They understand the need to measure twigs they gather. They confidently explain that they must not be longer than their arms so that they do not harm anyone. Children's safety is assured as leaders swiftly and robustly respond to any potential hazards as they arise through stringent risk assessments.

Children relish their time outdoors in the fresh air. They have many opportunities to develop their physical skills. While babies have opportunities to climb slide and strengthen their muscles using play equipment, the layout of the room impacts on their movement and enjoyment of this opportunity. Children enjoy a range of healthy snacks and meals that are freshly cooked each day. Conversations take place during mealtimes and children learn the importance of a healthy lifestyle. They are encouraged and supported to take care of their personal needs and understand the importance of washing hands. Children know to drink water when thirsty. While drinks are readily available for some the layout of the playroom make access difficult.

Leadership and governance: Expected standard

Leaders are dedicated to providing children with the best possible start. They have a clear and ambitious vision for what they want children to learn. Leaders work effectively with external professionals to meet the needs of children with special educational needs and/or disabilities. They carefully observe children and ensure that accurate assessments inform children's next steps in learning effectively. Leaders understand the importance of smooth transitions to support children moving on to school. Leaders thoughtfully engage parents and carers in the care and education of their children. They have daily discussion about their child's day, interest and progress during collection. They routinely communicate learning and share next steps and ideas to continue learning, electronically.

Leaders recognise the need for continued development. There is a culture of self-evaluation and a new quality assurance manager and an operations manager have recently been appointed to strengthen this process further. Leaders prioritise staff wellbeing, regular supervision meetings, and opportunities for professional development. Generally, training is impactful. All staff complete mandatory training, such as first aid and safeguarding. Typically staff have opportunities to complete some relevant courses and apply new knowledge to their practice. Staff report feeling valued and well supported by leaders, who foster a positive, collaborative working environment. Staff contribution to the nursery is recognised and celebrated. However, leaders have not yet fully developed staff practice to a consistently high standard.