The Trees Day Care Nursery

What is it like to attend this early years setting?

Children and families are warmly welcomed into this inclusive, nurturing setting. Staff take time to build strong, trusting relationships, helping every child feel safe, seen and supported. Babies and young children seek out their key persons for comfort and reassurance, showing secure attachments and belonging. Toddlers interact easily with staff, knowing they will be heard and helped. Children proudly call staff by name and show off their creations, knowing they will be celebrated. Regular praise and encouragement raise self-esteem and spark a love of learning.

Communication and language development is at the heart of the nursery's curriculum. Staff want every child to become a confident communicator, ready for their next stage of life. Babies hear new words during everyday play such as 'pop' and 'gone' in bubble activities, and staff echo their vocalisations to show they're listening. Toddlers enjoy favourite stories and nursery rhymes, with staff pausing to let them join in and predict what might happen next, building vocabulary and a love of literacy. In pre-school, children are encouraged to speak in group discussions, share their ideas and listen respectfully to others. Staff gently model turn-taking and language for thinking, helping children express themselves with confidence and clarity.

Staff help children explore their community and the wider world. They visit local events, meet care home residents and walk through nature. Older children talk about their heritage and places they've visited. These experiences support children to develop curiosity, respect and a strong understanding of the world around them.

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

• Staff gather information from parents to plan around children's interests. They observe children's play to identify learning gaps and engage at key moments to support their progress. For example, children have shown a keen interest in minibeasts. Staff plan activities based on these interests, such as a cotton wool and spider activity where children use tongs to pick toy spiders out of the webs. This sparks discussions about how spiders catch flies and where they live, helping children build their knowledge of the natural world.
• Parent partnerships are a notable strength of this nursery. Leaders and staff hold regular parent committee meetings, creating space for families to share their ideas and be actively involved in shaping the setting. Parents describe the nursery as having a strong community feel, where they feel welcomed and valued. Staff share information about each child's progress and development, helping parents understand what staff are focusing on in the setting. They also offer practical games and activities that families can enjoy at home, ensuring a consistent approach to learning and supporting the positive outcomes for every child.
• Children's physical development is promoted through a wide range of well-supported activities. Babies push wheeled toys and carts, strengthening coordination and mobility across varied surfaces. Toddlers climb the slide steps, bounce on trampolines and clamber over tyres, developing core strength, balance and spatial awareness. Pre-schoolers use spray bottles and cutlery to strengthen the muscles in their hands needed for later writing skills.
• Overall, staff promote children's behaviour well through calm, supportive approaches. Children happily share resources, take turns and show kindness to one another. Staff offer gentle reminders to use kind words and gentle hands, helping children learn expectations through everyday routines. On occasion, staff do not consistently support children to talk to others about how they are feeling or support them in managing conflicts independently. Some children do not develop the emotional understanding and confidence needed to manage social challenges effectively.
• Children tuck into healthy snacks and meals with growing confidence. Staff provide choices, encouraging autonomy and decision-making. Babies choose fruit and drinks, pointing as staff name each option. Staff help them peel fruit themselves, supporting early independence skills. Pre-school children serve themselves and clear away plates and cutlery. Staff talk about oral health and hand washing during everyday routines. Children begin to understand how to care for their bodies by themselves. Staff support toddlers to develop self care skills by encouraging them to pull up their trousers after nappy changing and wipe their own faces after meal time.
• Staff support children's early mathematical knowledge through everyday play and routines. They introduce mathematical language and concepts, such as size, shape and quantity, alongside some counting activities. However, staff do not consistently extend or sufficiently challenge older children's development to deepen their mathematical thinking. Some children lose interest and become disengaged.

What the setting must and should do next

The provider should:

• help children to understand and manage their emotions, to help them resolve conflicts effectively
• support staff to extend and challenge older children's mathematical thinking to help keep them engaged.