Treetops Matlock

What is it like to attend this early years setting?

Children are eager to start their day as they rush down the path of the nursery to see which staff member is waiting to greet them. Staff give warm welcomes to the children and ask how they are. Children engage in conversations about their morning and excitedly share what they had for breakfast or how they got to nursery. They develop warm relationships with kind and caring staff. Staff consistently promote rich language experiences, responding warmly to babies' babbles and using songs and rhymes to support early communication. Across the nursery, children enjoy stories through the 'Book of the Moment', selecting books they want to hear. Staff read enthusiastically, capturing children's attention and fostering a love of reading. Children are introduced to rich and challenging vocabulary. For example, when learning about habitats for birds and creating their own nests, children confidently use words such as 'trunk' and 'canopy'. Staff show genuine curiosity during activities, which fosters children's critical thinking, creativity and engagement.

Positive behaviour is consistently reinforced through praise, encouragement and consistent routines, which help children feel safe and secure. As a result, children behave well across the nursery. They demonstrate kindness, empathy and respect for others. For example, children remind their friends to use 'walking feet' when the outdoor area is slippery, showing care and awareness of one another's safety. From a young age, children begin to understand and manage their feelings. Staff support children to talk confidently about complex emotions such as 'anger' and 'frustration'. This supports children's ability to self-regulate and builds emotional resilience. Children are emotionally secure to start school when the time comes.

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

• Staff demonstrate a secure knowledge of the children in their care and plan an ambitious curriculum that focuses on what children need to learn next. Staff use knowledge of children's prior learning and interests to inform their planning, to consistently build on what children know and can do. Any gaps in children's development are identified promptly and addressed through targeted planning. Consequently, all children, including those with special educational needs and/or disabilities (SEND), make consistently good progress.
• Physical development is well sequenced across the nursery, from babies cruising around furniture to older children using stepping stones and balancing equipment. However, while the environment in the baby room has been successfully adapted to meet the needs of younger babies recently joining the nursery, this has limited opportunities for older babies that are due to transition into the next age group. This means that older babies are not always challenged to make the rapid progress they are capable of, particularly in more advanced physical activities such as climbing.
• Interactions between staff and children are consistently positive. Staff engage in meaningful play and conversations. However, during routine times, such as tidying away and setting up for lunch, staff occasionally become focussed on the task. This means that the quality of interactions and learning opportunities during these moments is not as purposeful.
• Children are confident, curious and independent learners. They have a strong voice in the nursery and make meaningful contributions. Through the pre-school committee, children vote on sandwich fillings and books to read, and they plan outings and experiences to enhance the nursery provision. This supports children's understanding of democracy and gives them ownership over their learning environment.
• Staff support children of all ages to develop their independence with self-help skills. Babies learn to feed themselves with a spoon. Younger children progress to a fork and pour their drinks. Older children continue to develop these skills and keenly serve themselves and others during mealtimes.
• Diversity is celebrated meaningfully. Parents comment that their children are recognised and respected for their individual personalities and unique characteristics. Staff share aspects of their own home lives with children, creating a respectful and inclusive culture. Children learn about the lives of others and develop a secure understanding that everyone is unique. In addition, the nursery has established strong community links, which support children's understanding of people and places beyond their immediate environment.
• Staff's morale is high, and they feel well supported through a strong programme of professional development. Leaders are proactive in identifying individual strengths and interests, ensuring that staff's talents are recognised, celebrated and further developed. Training positively impacts on the provision for children.

What the setting must and should do next

The provider should:

• provide consistently challenging physical development opportunities for older babies that promote more advanced physical activities such as climbing
• support staff to maintain high-quality interactions with children during all routine activities to maximise learning opportunities and purposeful engagement throughout the day.