Treetops Day Nursery

Inclusion: Expected standard

Typically, leaders and staff identify and assess children's individual needs well. They work closely with parents and carers to identify where children may need further support, ensuring parents are kept informed about their child's progress and any additional support that may be required from external agencies. Children with special educational needs and/or disabilities and those who are known to children's social care typically receive targeted support that enables them to make progress and access the curriculum through individual support plans. Leaders regularly review children's progress and update each child's support plan, as well as Education, Health and Care plans, so that they accurately reflect the support children need at the time.

Staff typically understand the barriers some children face and adapt teaching to reduce these. For example, they simplify language for children who find communication difficult and provide calm and predictable routines. Staff talk in detail about key children. They understand that some children need regular opportunities to strengthen their speech and language skills.

Leaders think thoughtfully and purposefully to ensure additional funding is used to support the needs of individual children, such as purchasing resources to further support their development.

Curriculum and teaching: Expected standard

Leaders understand the quality of teaching and staff's curriculum knowledge within the provision, and there are clear plans in place to develop the quality of teaching further. Overall, staff have a clear understanding of the curriculum aims. For example, a key aim is to develop children's independence as they progress through the setting. Staff generally observe children well to understand what they know and can do. They use this information to plan next steps that support continued progress.

Leaders build children's mathematical understanding. Staff typically weave mathematics into daily routines, counting food portions at mealtimes and comparing sizes during sensory play. This means children generally use number language meaningfully. Leaders ensure the curriculum is accessible to all children. Staff generally differentiate activities, so all children take part at a level suited to their development. For children with special educational needs and/or disabilities (SEND), staff adapt their approach without pressuring them to join group activities. They support them through single key words, visual props and access to quiet spaces. As a result, children with SEND join in alongside their friends.

Achievement: Expected standard

Children, including those who face barriers to learning, make steady progress in their learning and development. Children gain the age- and stage-appropriate skills that they need to be prepared well for their next stage of learning, such as the transition to the next room and/or school.

Children develop strong independence and physical skills as they grow. Younger children are supported to feed themselves at mealtimes with increasing control using a spoon. They learn to climb steps on the slide independently. Children of pre-school age show they are well prepared for school. They are confident talkers who form supportive friendships with their peers. Children with special educational needs and/or disabilities begin to show increased social confidence and assurance with familiar routines.

Children proudly talk about what they know. They take pleasure in sharing their knowledge of number with staff, for example, children talking of their birthday and how old they are. Staff notice these achievements and celebrate them widely. This supports children to develop a positive attitude towards learning.

Behaviour, attitudes and establishing routines: Expected standard

Children develop warm and trusting relationships with the kind and caring staff. Staff work closely with families from the outset to gather detailed information about children's needs, routines and circumstances. For example, parents complete 'All about me' forms on entry to the setting. Settling-in arrangements are tailored to individual children and families, helping them to feel secure and develop a sense of belonging from the start. Staff regularly praise children for their efforts, which supports their self-esteem and self-confidence. Typically, children behave well, and staff act as positive role models. For example, staff model how to take turns while interacting in activities. However, at times, children become disengaged when they have to wait too long for their turn. Staff need to have an identified opportunity to strengthen consistency, especially around children that present challenging behaviours, through clearer guidance and reflective supervision.

Daily routines are typically embedded, enabling children to move confidently and independently between different parts of the day. Overall, children make purposeful choices about activities that interest them. Leaders have effective systems in place to closely monitor children's attendance. They understand the importance of attendance and share the positive impacts of attendance with parents.

Children's welfare and wellbeing: Expected standard

Staff are responsive to children's care routines and encourage them to develop independence by using the toilet and washing and drying their hands. Staff supervise children closely during mealtimes to promote safer eating. They work closely with parents and carers to promote healthy eating for those children who bring a packed lunch into the setting. Staff demonstrate a secure understanding of safer sleep practices. They monitor sleeping children regularly and ensure younger children's sleeping positions remain safe. All this information is shared with parents through their online app.

Leaders and staff work closely with parents and carers to support children's wellbeing. Parents speak highly of the care and support they receive, particularly during periods when additional help is needed. Staff adapt their approaches to meet children's individual needs. For example, they tailor settling-in arrangements, provide children with opportunities to develop independence during daily routines, such as mealtimes, and support children to develop self-care skills appropriate to their stage of development. This helps reduce barriers to children's wellbeing and ensures that all children typically participate fully in nursery life and receive the support they need to develop.

Leadership and governance: Expected standard

Leaders prioritise staff wellbeing and develop positive working relationships with staff to identify when they may need additional support. Staff speak positively about working at the setting and describe leaders as approachable and supportive. Leaders promote staff's wellbeing through regular supervision meetings, an open-door culture, and opportunities for staff to discuss concerns or seek advice.

Generally, leaders have a clear understanding of the setting's strengths and priorities for improvement. They evaluate the quality of teaching and identify ways in which practice can be further strengthened. Staff are supported well with their wellbeing and workload and are keen to continue their professional development.

New staff at the setting have settled in very well. New staff will complete a probationary period and induction plan, with structured milestones put into place to support with their professional development. This will also help new staff to become confident practitioners. Furthermore, leaders plan to track professional development through supervisions, appraisals and targeted training, for example, safeguarding, paediatric first aid and training in special educational needs and/or disabilities. Although leaders plan to implement a probationary period and induction plan for new staff, as well as supervisions to track professional development, the impact of this is yet to be seen.