The Treehouse Nursery West Chiltington

Inclusion: Expected standard

Following the last inspection, leaders have improved systems such as observations and assessments of children's learning and development to help them recognise children who may experience barriers to learning and children with special educational needs and/or disabilities (SEND). This helps to ensure that timely support is implemented.

From the outset, staff work in partnership with parents to gather a wealth of information about the children who attend the nursery. This helps them to understand and respond to the unique needs of the children in their care, including communicating with any other professional who the family is working with. This helps provide a consistent approach to children's learning and development.

Staff are proactive in applying for additional funding where required. They use this funding effectively to support children's development. For example, staff have accessed positive behaviour training to support children with their emotional wellbeing. Furthermore, they have sourced resources to implement activities to support children's individual needs. This helps children make progress from their starting points. Leaders are developing links in the local community and attend professional forums to develop their own knowledge in SEND. This is ongoing and is having a positive impact on the staff's understanding of how to support children who may need additional support.

Curriculum and teaching: Expected standard

Since the last inspection, leaders have improved the curriculum for children. They place a high priority on children's physical, personal, social and emotional development. Leaders have provided staff training and support to improve teaching and ensure that the curriculum is age appropriate. Assessment methods have been strengthened, in particular to monitor children with special educational needs and/or disabilities (SEND).

Staff typically focus on teaching children through stories, songs, small-group sessions and everyday interactions. Children build their vocabulary and communication skills across the curriculum, including during mathematical learning. For example, children count as they scoop up stones with the small digger. Staff help children connect their ideas and thoughts as they explore ice melting in the sun. Staff teaching is purposeful and supports children's next steps of learning, including adaptations for children with SEND.

Younger children develop their physical development as they use one-handed tools to chip away at ice. They are typically supported by staff, who model language through their interactions and stories. However, staff tend to focus on the older children's learning in activities and do not always adapt the learning for younger children. This means, sometimes, staff teaching is not always as purposeful for younger children, in particular, their language development. That said, children are becoming confident communicators.

Achievement: Expected standard

Typically, all children achieve well from their starting points. Children develop positive bonds with their key persons, who know their needs well. This helps staff to reduce any potential barriers to their learning. Children have ample opportunities to develop their physical skills, including their balance and coordination. Outside, they confidently climb and learn to balance bikes. Children strengthen their hand muscles, using small hammers to break ice and dig in the garden areas.

Older children are confident communicators who are eager to engage in meaningful conversations. They listen well to staff and also to their friends. Children are curious about the world they live in. They are kind and caring as they learn to care for baby chicks. Overall, children show interest and engage in the activities provided. Children enjoy joining in with number rhymes and songs, which supports their communication and language development.

Behaviour, attitudes and establishing routines: Expected standard

Staff have high expectations of children's behaviour. They develop positive and nurturing relationships that help children feel a sense of belonging. Staff teach children about their emotions, which supports them mostly to manage their behaviour and foster positive relationships with their peers.

Generally, children demonstrate that they know the rules and routines well. For example, older children help set the table for mealtimes and know to wash their hands before eating. Younger children know where to put their belongings when they come into nursery. However, during some daily routines, staff tend to do too much for the children. For example, they do not encourage children to tidy away their resources. As such, children are not sure what to do at these times and become a little restless while they wait for staff to complete the tasks.

Staff monitor children's absences carefully and help parents to understand the importance of regular attendance for their children. As such, all children regularly attend nursery, with parents commenting that they often ask to come to nursery on their days off. This helps children to become prepared for the routine of starting school.

Children's welfare and wellbeing: Expected standard

Children are very settled in the care of the nurturing staff. Staff place high focus on developing secure attachments with the children. The key-person system is effective, as staff take their time in finding out what children's likes and dislikes are. This helps children feel secure in the nursery. Children who have recently started at the nursery show they feel safe as they explore the resources, knowing their key person is there if they need reassurance.

Staff support children in developing their emotions as they play alongside them. If a small disagreement occurs between children, staff help children think of their feelings and those of others in an age-appropriate way. This helps children form positive relationships with their peers. Children are kind and thoughtful. They offer to take turns with their friends as they play.

Children are learning healthy habits from a young age. Staff provide children with healthy snacks and talk about the benefits of the various fruits. Children develop their independence as they use tongs to self-serve their chosen snacks. Leaders share ideas with parents on how to support children's nutrition with a healthy packed lunch. Furthermore, staff sit with children at mealtimes and teach children the importance of sitting down when eating. This helps children learn how to keep themselves safe.

Leadership and governance: Expected standard

Since the previous inspection, leaders have strengthened the curriculum and identified additional training to develop staff's understanding. This has developed staff's knowledge and helped them to plan activities that are generally appropriate for the ages and stages of the children they are caring for, including children with special educational needs and/or disabilities. Leaders have a clear oversight of the priorities for development. They recognise that some activities within the curriculum do not consistently offer younger children the opportunities to develop their communication and language skills. As such, leaders have identified further training to deepen staff understanding and knowledge. However, this is in its infancy and not yet embedded. Leaders have created a culture of support and supervision for staff. Staff report that they enjoy their roles and that they feel valued as part of the team.

Leaders have developed effective partnerships with parents. Leaders prioritise daily, meaningful communication, taking time to greet and welcome families individually. This consistent two-way exchange of information ensures that parents feel well informed about their child's development and next steps of learning. Parents comment that they have seen the improvements in the nursery since the new leadership team has been in place, including assessment of their children's learning and meaningful activities to help them progress.