Treetops Day Nursery

What is it like to attend this early years setting?

Children benefit from the key-person system and gradual settling-in sessions. This means they settle quickly, and staff begin to learn about what they can do. Staff provide a welcoming environment where children are safe and secure. Staff have high expectations for all children. For example, they interact with children with enthusiasm and join in their play. Children thoroughly enjoy making prints in dough. They choose resources to add to the activity to extend their own play.

Children show that they are happy and enjoy being at the nursery. They are eager to learn and take part in the activities that are on offer. Children behave well and form strong attachments with each other. Older children are confident communicators and clearly express their thoughts and ideas. They eagerly tell the inspector who their favourite staff member is. Babies are very settled. They enjoy cuddles and comfort, and there is a wide range of interesting activities. They are very confident and growing in independence.

Staff have high expectations of children and praise them for their efforts and achievements, which encourages children to persist in their chosen tasks. Children enjoy a variety of activities across all areas of learning.

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

• The managers and staff have worked hard to address the actions set at the last inspection. Staff work well as a team, and their commitment to meeting the needs of the children is effective. They attend training to enhance their skills and knowledge. The manager supports staff well through regular checks of their practice to help improve their performance and teaching. Staff say that they feel their well-being is cared for and that they are supported in their role.
• Staff have a good understanding of how children learn, and they implement the curriculum effectively. They deliver a varied range of activities and experiences that enthuse and ignite children's curiosity. Staff observe children as they play and accurately assess their learning. They identify any gaps in children's learning and focus upon these, providing experiences that help children to make good progress. Additional funding is used effectively to provide the targeted resources and experiences some children require to thrive.
• Staff provide all children with new experiences and exciting opportunities. They regularly think of imaginative ways to enhance experiences for children. For instance, children eagerly join in and use their imaginations when playing with silkies and building blocks after identifying their name.
• Staff support all children, including those who speak English as an additional language, to develop their communication and language skills. Staff ask questions that encourage children to think, giving them time to respond. Staff model language well and introduce new words to help children increase their vocabulary. For example, during construction play, staff and children discuss the need for hard hats and high-visibility jackets.
• Staff provide a range of healthy and nutritious meals and snacks. Children particularly enjoy 'Gruffalo crumble'. Staff discuss the importance of eating a healthy variety of food. They remind children to wash their hands before they eat and after using the toilet. Children have a good understanding of their personal care. For example, children happily talk about how brushing their teeth kills the germs. However, during group routines, such as getting ready to go outside, children have to wait long periods of time for their turn.
• Parents speak highly of the nursery. They say that their children enjoy attending and make good progress. They particularly like the book lending library. Staff develop good relationships with parents. They use a range of methods to exchange information with parents about what children do when they are at nursery and how they are developing. However, staff do not always support parents to continue their children's learning at home.

What the setting must and should do next

The provider should:

• enhance the exchange of information with parents about how they can appropriately support their child's learning at home
• review group activities so that all children can continually participate.