Treetops Mottingham Day

What is it like to attend this early years setting?

Children are greeted warmly at the door by the friendly practitioners and managers. Key information is gathered from the parents and used to settle children and support them throughout the day. Children have secure relationships with practitioners and generally settle well.

Children are active learners. They are keen and confident to join in with activities and explore the resources indoors and outside. For example, children enjoy going on a bug hunt in the garden and they excitedly explore play dough by manipulating it with their hands and tools. Children tell practitioners what they are making and proudly show their creations to their friends.

Children behave well. They are influenced by the practitioners' positive interactions with each other, and the gentle reminders given to say 'please' and 'thank you'. Children interact well together; they turn-take and talk to each other throughout their play.

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

• Practitioners use effective monitoring and assessment of children to identify what they need to develop further. They use their good knowledge of their key children to plan activities based on their ideas and interests to support children's development and learning.
• Children with special educational needs and/or disabilities and those who speak English as an additional language are generally supported well. Practitioners identify children who require extra support and seek support from the special educational needs coordinator and other relevant agencies. Practitioners support children who speak English as an additional language by working closely with parents, gathering key words and adapting their approach to the individual child.
• Transitions within the nursery are effective. Children are supported well to settle into their new room. Practitioners communicate with parents and each other to ensure a smooth transition. Settling-in periods are planned around children's individual needs. This supports children to feel safe and secure.
• Practitioners communicate well with children; they speak clearly and ask them questions to develop their language and communication skills. However, practitioners do not always support children's developing vocabulary. For example, they sometimes repeat the incorrect pronunciation of words back to children or use baby language to name animals.
• Practitioners generally engage well with children; however, they do not always recognise when unsettled children need extra support to join in with activities. This means that children become upset and do not become fully involved and engaged.
• Children learn about different countries and cultures through activities. For example, each month, children learn about the celebrations, music and food from a different country. This helps children to develop respect and positive attitudes towards others.
• Practitioners support children to develop independence skills by encouraging them to do things for themselves, such as wiping their faces and washing their hands before and after meals. Children are encouraged to take part in daily tasks to learn to take care of their environment. For example, after tidy-up time, children enjoy helping practitioners to clean the tables with their own cloths before lunch.
• Leaders have addressed previous weaknesses in leadership and practice, such as supervisions and training for practitioners. They are committed to their continuous development to positively impact on children's achievements.
• Leaders recognise the importance of positive partnerships with parents. They have put in place plans to ensure that parents are more involved in their children's learning. Parents say that they are happy with the care that their children receive, and they value the regular updates about their child's day.

What the setting must and should do next

The provider should:

• consider using the correct words and pronunciation when speaking to children to enhance children's vocabulary and language development
• support practitioners further to recognise when unsettled children need extra emotional support to feel secure in their environment.