Treetops Childrens Nursery Ltd

What is it like to attend this early years setting?

Children happily arrive to this warm and friendly nursery. Staff welcome all children individually and understand children's unique needs very well. Children understand where their coats and shoes are kept, which shows that they are aware of routines and have a sense of belonging. They proudly point out their family photographs on the wall, demonstrating that they feel happy and secure.

Staff nurture children's care needs very well. Younger children are gently rocked to sleep as they would be at home, creating consistency of care for children. Children have built close attachments with staff. They invite them into their play, seek them out for reassurance and enjoy a comforting cuddle. Staff are positive role models. They show children how to use resources, share ideas and act out role-play scenarios. Children's behaviour is good.

Staff work together to create highly enabling environments and offer a range of activities that promote curiosity and interest. Younger children enjoy feeling different textures through sensory play, and develop their imaginations while playing in the ice-cream shop. Older children use binoculars to watch birds and access reference books to find out about them or find out about different artists, such as Monet. Children show high levels of engagement and are well prepared for the next stage in their learning.

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

• Children access an ambitious curriculum. Staff plan activities that help children to build their knowledge in sequence. Children in the baby room explore using spoons, which prepares them for using cutlery. Children in the toddler room enthusiastically use dough, which builds their hand muscles. Children in pre-school use an interactive whiteboard. These activities help children to be confident in their physical skills and prepare them for starting school.
• The provision for children with special educational needs and/or disabilities is a key strength. Staff quickly identify if a child may need support, liaise closely with parents, work with a range of professionals and use a range of strategies that have a positive impact. In addition, they ensure that additional funding is strategically used to support children's learning. Staff are proactive in forging partnerships with local schools, which support effective transitions.
• Senior leaders have a very clear vision of their curriculum. They ensure that environments are engaging and resources are accessible for children. Staff promote all areas of learning well. For example, children learn about money through role-play activities and understand that books give us information when looking for a recipe. However, on some occasions, staff do not implement learning intentions as precisely as they could to ensure that all children achieve the intended outcomes.
• Overall, communication and language are supported well. Staff speak gently to younger children as they change their nappies, and introduce new vocabulary with older children, such as 'stingray'. Children enjoy a range of stories and enjoy singing. However, at times, staff do not ask a range of questions so that children can expand their language and thinking skills.
• Staff consistently promote positive behaviour and support children's emotional well-being through encouragement and praise. They use a range of strategies to help children understand positive behaviour and boundaries. For example, staff act out role-play scenarios based on different behaviours so that older children can think about their emotions and the feelings of others. Children are developing their understanding of being thoughtful and kind to others.
• Partnerships with parents are strong. Parents praise the dedication of staff and are very complimentary about the care that their children receive. Staff invite parents to be part of assessment and share meaningful information to keep parents fully informed about their child's day. Staff share ideas for home learning, which helps to provide consistency of care for children across the nursery and at home.
• Healthy lifestyles are promoted. Children enjoy a range of healthy menus, which are tailored to their dietary needs. They learn about the making healthy food choices and how to care for their teeth with regular brushing. Children enjoy sessions with outside professionals for sport and dance. Children are beginning to understand the importance of leading a healthy lifestyle.
• Senior leaders have a strong vision for the nursery. They regularly reflect on and evaluate the provision and are proactive in making changes to develop the nursery. Leaders support staff through inductions, supervisions and mentoring. They understand the benefits of continued professional development and consider the well-being of their staff at all times. This helps to build a team who work extremely well together.

What the setting must and should do next

The provider should:

• support staff to effectively implement the learning intentions of activities, so that children consistently learn what is intended
• strengthen the curriculum for communication and language, so that children can consistently develop their language skills and extend their thinking skills.