Tree Tots Nursery ( Knowsley) Ltd

Inclusion: Expected standard

Leaders implement clear procedures for identifying children with special educational needs and/or disabilities (SEND) and barriers to learning from the start. They use information from parents and carers, and baseline assessments when children first start, to identify specific gaps in learning. Staff are supported by the nursery leaders to differentiate their planning in the first instance, before seeking support from outside professionals if necessary. For children who speak English as an additional language, staff use visual aids, flash cards and books to help them gain a grasp of the English language. They recognise when adaptations are needed to help some children access learning, and implement these well.

Staff complete additional training to help them support children with SEND and those with communication difficulties. They access funding, such as early years pupil premium, and use this wisely to support the children it is allocated to. For example, they appoint additional members of staff to provide one-to-one support and more intensive interactions for children who need it. Overall, children with SEND and other barriers to their learning are supported well to access their full entitlement.

Curriculum and teaching: Needs attention

Although leaders have a broad overview of some of the things they want children to learn, the curriculum is overly generic and not sequenced across the different age groups. For example, rooms generally have the same learning intentions of colours, numbers and sharing. This does not help children to build on their skills and knowledge over the time they spend at the nursery. There are also inconsistencies in how staff identify children's next steps in learning. For children who have clear gaps, staff acknowledge what needs to be worked on next. However, for those who are developing typically, staff are not always clear about what these children need to learn next or why. This means not all children are building on and extending their existing skills and knowledge.

Staff generally promote children's communication and language development well during play. They narrate a lot about what children are doing and encourage them to engage in back-and-forth conversations. They focus on developing children's single words and use books to support children who speak English as an additional language. Staff support children's literacy development through story time and trips to the library. They use wooden-spoon puppets to complement the story and help children to remain engaged.

Achievement: Needs attention

Children make some progress across the areas of learning and development, however, this is not always sequential because the curriculum is not focused on what they need to learn next. Not all children access activities and learning that is adapted and specific to their age and stage of development. This hinders them from building on what they already know and can do, ready for the next stage of learning.

Children demonstrate effective physical skills. They confidently use the climbing equipment, ride bicycles and balance on tyres. Children learn to use a bat and ball, developing accuracy and control. These large motor skills form the foundations for fine motor skills. Some children are very skilled at pouring water between small containers, showing impressive hand-eye coordination. Children use pipettes to measure water and use scoops to form structures with sand. Physical development is a strength throughout the nursery.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff have high expectations for children's behaviour. They share these expectations with children and encourage them to follow the rules and boundaries, such as 'no throwing sand'. Staff are positive role models and set suitable examples for children. They consistently use manners and polite words, which children then copy. Children are very well behaved, happy and settled at the nursery. They play collaboratively with one another and are supported to share and take turns. Children's attitude to learning and concentration levels are suitable for their age, particularly during activities of their own choosing.

Staff consider the individual needs of children with special educational needs and/or disabilities and other barriers to learning when implementing rules and boundaries. They make some adaptations, particularly at mealtimes, and use visual prompts to help children understand what is expected. These routines are well embedded and as such, children feel secure and valued.

Overall, the key-person system is effectively implemented. Staff get to know children well and generally understand their individual care needs. Staff monitor children's attendance and highlight any discrepancies with leaders. This is followed up swiftly and any concerns around attendance are reported to the local authority and children's social care team. This helps leaders to monitor patterns of attendance and stay alert to any concerns happening in children's homes.

Children's welfare and wellbeing: Needs attention

Generally, leaders ensure that there are procedures in place that promote children's health and wellbeing. However, at times, these are not developed or implemented well enough. For instance, leaders have not considered the early years foundation stage nutritional guidance for children's meals and packed lunches. This means children are receiving high-sugar meals on a daily basis. Furthermore, although leaders share their expectations for packed lunches with parents, this is not monitored and implemented well enough.

Good hygiene routines, such as handwashing, are well embedded and staff teach children about some of the ways to keep themselves safe and healthy. They talk to children about the importance of cleaning water from the floor to help prevent slips and trips. Children learn to brush their teeth and hear staff talking about how drinking water keeps the body hydrated. This helps children to learn about some of the practices that promote good health and wellbeing.

Leadership and governance: Needs attention

There have been some changes to the registered body that the provider failed to notify to Ofsted, as is a requirement of registration. Overall, leaders have a broad awareness of the improvements needed at the nursery but have not yet started to take action. There are some gaps in the procedures for staff induction and supervision, which means not all staff are equipped with the knowledge needed to fulfil their role. For example, some staff do not yet fully understand the policies and procedures. Although staff have supervision meetings and access a variety of training, this is not targeted towards their areas of development. Furthermore, some staff are unsure of the specific steps to take to improve their practice. This has led to weaknesses in the quality of teaching.

Parents are not always provided with all of the information they need, such as children's next steps, to help them extend their learning at home. This hinders the continuity of care and learning for children. Leaders have close relationships with outside professionals, and are an integral part of the local community. They work in partnership with outside agencies to make referrals for children and work closely with the local authority quality team.

Leaders place high priority on staff wellbeing and ensure that they feel supported in their roles. They are considerate to staff workload, for example, they do not fill the nursery to capacity to ensure that the key-person role is manageable for the team. This creates a calm and consistent staff team, which in turn has a positive impact on children's emotional wellbeing.