Treetops Preschool Burnham On Crouch Limited

What is it like to attend this early years setting?

Children are very happy at this pre-school. They arrive smiling and settle very quickly. Staff and leaders create a dynamic and stimulating environment while offering children opportunities to make their own choices. Staff encourage children to explore their learning provision independently, indoors and outdoors, and children become deeply engrossed in exciting activities. For example, in the garden, children patiently wait for their turn to operate the swing. They laugh and giggle loudly as they skilfully climb on it and move it from side to side. This helps build on children's gross motor skills, balance and coordination.

Staff and leaders are very warm and nurturing. They are attentive to children's needs and promptly respond to them. Staff have high expectations of children, who follow the pre-school's routines and boundaries with ease and confidence. Staff and leaders manage children's behaviour with empathy and consideration, working closely with the parents and other professionals to provide consistency. They value children's achievements and support them in becoming positive and independent learners. For example, at snack times, staff prompt children to choose their favourite fruits and assist with cutting them. This helps children feel valued and involved during their time at this pre-school and contributes positively to their emotional resilience.

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

• Leaders and staff are very supportive. They understand children's needs, abilities and interests and carefully consider these when planning meaningful activities. Staff and leaders offer a diverse and inclusive practice, while focusing on enriching children's experiences to further develop their understanding of the world.
• Leaders and staff have good knowledge and understanding of children's development. They complete regular observations and assessments to track children's progress. Staff also plan for the relevant next steps in children's learning, which they share with parents. Furthermore, leaders work closely with parents and other professionals to ensure that children with special educational needs and/or disabilities are fully supported and early intervention is applied.
• Staff are exemplary role models. They provide great opportunities for children to engage in singing and dancing activities to help them express themselves creatively and strengthen their social interactions. Children show high levels of energy and enthusiasm as they sing their favourite nursery rhymes while following instructions to complete the relevant actions.
• To further develop children's gross motor skills and stamina, staff encourage older children to go on a daily walk around the school grounds. They start the session with warming-up exercises. Children take an active role in deciding what exercises to complete next, and their peers follow their lead and jump, hop and march with great control. Children also enjoy exploring play dough to develop their fine motor skills and dexterity. They use tools to flatten the dough and use cutters to create various shapes. They seek out staff for help and guidance.
• Children have excellent opportunities to explore colour and various resources to create pictures of fireworks. Staff engage them in discussions about what they are doing, and children successfully use glue, glitter and paint to create beautiful pictures. At the end, children proudly show the staff their creations and receive praise and affirmation. This helps boost children's confidence and self-esteem.
• Children enjoy books and develop a passion for reading from a young age. They explore books independently and with staff. Older children are fascinated by books about animals. They confidently name 'panda', 'badger', 'mole' and 'beaver', while talking to staff about where these animals live. This supports children's understanding of the world and cognitive development.
• Leaders are very reflective and have a clear vision for their pre-school. They continuously strive to improve their practice and deliver high-quality care and education. Leaders create a positive and supportive culture and value staff and their immense commitment. Staff benefit from focused supervision sessions and tailored training opportunities to improve or refresh their knowledge. However, occasionally, staff do not use all opportunities to ensure children consistently benefit from high levels of interaction and challenge that extend their learning.
• Partnerships with parents are robust. Parents appreciate the effective communication and feel involved in their children's learning. They comment that the pre-school is very inclusive and their children make great progress.

What the setting must and should do next

The provider should:

• support staff to adapt their interactions to a consistently high level so that children's learning is suitably challenged and extended.