Treetops Irby

What is it like to attend this early years setting?

Children thrive and make exceptional progress in this exciting and inviting environment. Staff are highly skilled communicators, who have created a language-rich environment that ignites children's curiosity, creativity and imagination. Staff have an excellent understanding of what each child can do and what they need to achieve next. Children develop independence skills from a very early age and continue to do so all the way through their time at the setting. Staff are highly skilled at adapting their teaching to meet the children's interest. When the children find a ladybird, staff explain how they must be careful and ask them pertinent questions, such as 'what can you see' and 'what shall we do with it'. Children show their understanding as they suggest that the ladybird would like to be outside on a bush. Children develop a love of reading. Babies sit enthralled on staff's laps as they look at picture books. Older children sit quietly to read and learn that books can have a purpose.

Children's behaviour is excellent. They learn to manage their feelings and emotions and treat one another with kindness. Children confidently persevere as they attempt challenging tasks such as putting on their coats, fitting jigsaw puzzles together and pouring their own drinks. Children flourish because they have strong emotional attachments to the staff. Babies seek out key staff for comfort when they are upset or tired. Children develop an awareness of their own safety, as they carry out risk assessments with the staff and remind their friends to walk safely on the steps.

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

• The manager's passion for providing children with the best possible start in life is infectious and permeates throughout the nursery. The leadership team have a clear vision and strong focus on the continual development of the excellent opportunities provided to children. High priority is given to the staff's well-being, work-life balance and professional development. This ensures the continuous delivery of high-quality care and education.
• The nursery is a hive of activity. Everywhere you look children are actively engaged in an exciting range of planned and self-directed activities. Children are incredibly imaginative and creative. Older children relish taking 'orders' for their food from the menu they created. They carefully record people's choices and deliver their desired 'meal'. Some children create stories for their dinosaurs, telling others what they are doing and why.
• Children exude confidence. Younger children happily direct staff as to how to create the best patterns using hoops. Children jump through these and gleefully ask for a harder pattern. Children tell staff that they are now going to 'gallop' around them. Children learn to work collaboratively to solve problems, such as rebuilding the balancing track. They are confident to take risks and reassure staff that they know what they are doing. Staff are secure in their practice to allow children to attempt these complex moves. This successfully fosters children's confidence, self-esteem, and physical skills.
• Staff are aware that some children are shy or may not be in the forefront of activities. They skilfully adapt the activities to ensure that every child has a turn, the opportunity to speak and to put forward their ideas. This means that no child is left behind.
• Children have a sense of self. They are gaining in confidence to talk about their feelings and emotions. For example, through activities such as the 'feelings monster'. They learn to consider the impact how they are feeling has on others, and what they can do to help their friends. Children use yoga techniques to relax and to take a quiet moment. Younger children develop self-care needs as they learn to wash their hands, put on their coats, and see to their toileting needs.
• Staff have an in-depth understanding of children's learning needs and consistently deliver an extensive range of excellent activities. These build on children's speech and language skills extremely well. Staff sing familiar rhymes to babies. The babies smile and wave their arms and legs in delight as they listen. In addition, children take part in small group activities where they listen carefully to the instructions and predict the outcome. Consequently, children speak with increasing confidence and fluency.
• Mathematics is firmly embedded into all activities. Children spontaneously count, recognise shapes, and confidently use mathematical language.
• The voice of the child can be clearly heard. Children's views are highly valued and respected. Staff talk to babies about what is happening as they change their nappies or settle them down to sleep. Staff closely implement routines with babies as discussed with parents. This ensures that they are cared for as they would be at home. Older children learn about democracy and living in modern Britain. For example, they conduct a vote to decide the name of the bear that they take home for adventures. 'George the Bear' is now an integral part of children's learning, and each child eagerly tells their friends of George's adventures with them.
• Children are cared for in a highly inclusive setting that celebrates the children's individuality. Children with special educational needs and/or disabilities are exceptionally well supported. This is because staff have an innate understanding of their needs. Staff work closely with other professionals to ensure that children receive continuous support and guidance. This helps them to meet their full potential.
• Parents are complimentary about the care and support provided to their children and are delighted with the 'amazing progress' that they have made.