The Treehouse Forestry Nursery And Out Of School Club

What is it like to attend this early years setting?

Since the COVID-19 pandemic, parents drop their children at the gate. Staff are there to greet the children and implement additional hygiene routines. Children interact warmly with staff and show they feel valued, safe, and secure. They enjoy learning as they engage in familiar activities with enthusiasm. For example, younger children thoroughly enjoy 'baby yoga'. They listen attentively to staff, following instructions as they copy various stretches. Children learn a wide range of movements that help them develop greater control of their bodies. There is a strong emphasis on communication and children expand their vocabulary as they repeat unfamiliar words during activities or join in with familiar stories.

Children develop independence, such as putting on their coats and wellingtons before going outside. They are supported to toilet train and establish good hygiene routines. During mealtimes, children enjoy taking part in conversation, with each other, about the vegetables they are eating. Children's behaviour is good. They respond positively to staff and their peers. For example, children show concern when they notice a child is sitting alone. They encourage them to join in activities, promoting a happy and caring environment. Children make good progress from their various starting points.

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

• The key-person system is managed well. This ensures children have a familiar member of staff and parents are regularly updated about the progress their children make.
• Parents speak highly of staff and managers. They feel that communication is good and understand the various policies and procedures that are implemented to help keep their children safe. Parents appreciate the outdoor play opportunities and local walks that help their children to lead heathy lifestyles.
• Children with special educational needs and/or disabilities are supported well. Staff work with parents and other professionals involved in children's care. This helps to ensure that their needs are met.
• Staff throughout the nursery understand that the activities they provide help children embed skills that can be used to support the next steps in their learning and development. Staff also work with other adults, such as those at the primary schools children will eventually move on to. Children who are moving on to school take part in activities and discussion groups to help them prepare.
• Staff work hard to ensure that children develop new skills, based on what they already know and can do. They provide opportunities for children to practise and explore their ideas until they feel secure in their understanding. Younger children enjoy exploring large construction pieces. Older children practise hand-eye coordination as they pick up small items using tweezers, which they then move them from one bowl to another.
• Staff ensure they regularly share information with parents. This is achieved through telephone calls and via an electronic online information system. This enables parents to know what their children are learning and support this further at home.
• Children are beginning to learn about the world around them. However, opportunities to explore cultural differences are not always best supported to help children understand the diversity within their local community.
• Staff speak highly of the management team. They feel valued and very well supported regarding their well-being. Those staff new to the nursery confirm that the induction process helps to prepare them for work in the nursery. Ongoing support is provided through supervision meetings and there is good attention to ensuring mandatory training remains up to date. However, some staff have not received targeted training to support them in taking on specific roles and responsibilities.
• Risk assessments are in place and daily checks are made to ensure that the nursery remains secure and that all child accessible areas are safe.

What the setting must and should do next

The provider should:

• make certain that staff have appropriate training and knowledge when taking on specific roles and responsibilities
• increase opportunities for children to learn and celebrate similarities and differences between themselves and those in their community.