Treetops Nursery

Treetops Day Nursery Inspection report for early years provision

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Unique reference number EY379577 Inspection date 10/11/2010 Inspector Melissa Cox

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Setting address Unit 5, Centenary Business Park, Station Road, HENLEY- ON-THAMES, Oxfordshire, RG9 1DS Telephone number 01491 413336 Email enquiries@countrysidenurseries.co.uk Type of setting Childcare on non-domestic premises to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk.

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You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way.

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T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Introduction

This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of the registered early years provision. ‘Early years provision’ refers to provision regulated by Ofsted for children from birth to 31 August following their fifth birthday (the early years age group). The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and welfare, known as the Early Years Foundation Stage.

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Introduction

The provider must provide a copy of this report to all parents with children at the setting where reasonably practicable. The provider must provide a copy of the report to any other person who asks for one, but may charge a fee for this service (The Childcare (Inspection) Regulations 2008 regulations 9 and 10).

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Introduction

The setting also makes provision for children older than the early years age group which is registered on the voluntary and/or compulsory part(s) of the Childcare Register. This report does not include an evaluation of that provision, but a comment about compliance with the requirements of the Childcare Register is included in Annex B.

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Introduction

Please see our website for more information about each childcare provider. We publish inspection reports, conditions of registration and details of complaints we receive where we or the provider take action to meet the requirements of registration. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Description of the setting

Treetops Day Nursery registered in 2008 in the new premises and was previously registered in 1996 in the grounds of Henley College. The nursery is registered on the Early Years Register and on the compulsory and voluntary parts of the Childcare Register. It operates from its own premises in Henley, Oxfordshire and uses the whole of the building. A maximum of 75 children may attend the day nursery at any one time. The day nursery is open every weekday from 08.00 to 18.00 for 51 weeks of the year. There is a fully enclosed indoor and outdoor play space for the children to use. There are currently 90 children on roll, all in the early years age group and children have a choice of attending morning sessions, afternoon sessions or all day. The day nursery serves children mainly in the local community. The setting has provision to support children with learning difficulties and/or disabilities and who speak English as an additional language. The setting

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Description of the setting

employs 20 staff, of whom one holds a Level 4 childcare qualification, 9 who hold a Level 3 childcare qualification, two hold a Level 2 childcare qualification and one staff member is working towards Early years professional status.

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The overall effectiveness of the early years provision

Overall the quality of the provision is good.

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The overall effectiveness of the early years provision

Children enjoy their time at this setting and make excellent progress in all areas of learning as they enjoy the indoor and outdoor activities they participate in. The nursery promotes an inclusive environment where all children are respected and valued. The staff team are well-organised in relation to all aspects of children's welfare and learning although the good routines for serving food are not always to consistent in all rooms. The manager and area manager provide an excellent lead in promoting very effective staff teamwork and there are strong links with parents. All staff have an excellent knowledge of the setting's strengths and areas for improvement and there is an outstanding record of continued improvement.

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further?

To further improve the early years provision the registered person should:

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further?

 review the routine when serving food at lunchtime to ensure that good levels of hygiene are observed consistently throughout the nursery

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the early years provision

Robust systems are in place with regard to recruitment and selection of staff and good procedures for vetting staff ensure that children are cared for safely at all times. Clear, concise risk assessments are in place and children's safety is assured This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 each day through the visual checks and assessment of risk that staff undertake. Practitioners are very aware of their role and responsibility to protecting children in their care and they demonstrate an accurate understanding of child protection and various signs of abuse and neglect. The care that children receive is excellent and all staff ensure that children are safe through the implementation of rigorous safeguarding procedures and policies. A high adult to child ratio is maintained at all times and the deployment of resources ensures that the environment is significantly enhanced. The nursery's policies and procedures are up-to-date and

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the early years provision

underpin the good practice carried out by staff. As a result, children are helped to feel safe and secure in their environment.

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the early years provision

All staff within the setting have an excellent understanding of their roles and demonstrate a strong commitment to continually developing their knowledge and skills through ongoing training. Managers and staff work cohesively developing the service and providing children with an extensive variety of interesting, stimulating activities for all children who attend.

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the early years provision

Children are cared for according to their age. Rooms are very well organised allowing the safe movement of children throughout the setting and enables their freedom of choice to be continually developed. There are very good systems in place to ensure the smooth transition of children from room to room, with staff allowing children the time they need to get used to the new routines. Children's health and well-being is promoted through the exciting meal choices and snacks provided for them. Meals are nutritious and freshly prepared each day using good quality products. They take account of children's individual dietary requirements and preferences and children talk excitedly about their favourite meals. Fresh drinking water is freely available and staff actively encourage children to drink throughout the day.

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the early years provision

Children play with a range of resources that positively reflects diversity. This includes dolls, dressing up and small world people that also reflect positive images of people with disabilities. The nursery successfully promotes inclusive practice and the uniqueness of each child and staff are proactive in their approach to seeking information and key words to ensure children where English is a second language can fully integrate into the setting.

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the early years provision

Children's emotional well-being is nurtured. Staff make home visits to gather necessary information about the child and their family and ensure that the settling- in procedure is individual to each child, so that they happily separate from their parents/carers. There is a very strong relationship with parents who make an active contribution to their child's learning. Strong levels of communication take place between parents and practitioners, ensuring that each child's ever changing needs are effectively and continually met. Parents are unanimous in their support of the nursery and are very appreciative of the nursery's strengths. Good links are made with external agencies and specialist professionals to support children with learning difficulties and/or disabilities. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

Children have outstanding opportunities to learn through interesting practical and play opportunities and as a result make excellent progress. They eagerly take part in the wide range of activities offered to them and enjoy a stimulating and interesting balance of adult-led and free-choice activities each day, keeping them busy and occupied as they play and learn. Good achievement starts in the baby room and continues throughout the nursery. Staff are secure in their knowledge and understanding of the early learning goals and provide a well-balanced curriculum. A picture of each child's development emerges through the staff's observations and written progress records. Planning for each child is unique to them and is organised around their individual interests and their next stage of individual learning, which is determined through purposeful observations. Staff are flexible in their approach to children's learning and they build on the children's

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and outcomes for children

current interests and allow children to learn and play at their own pace. Their confidence and self-esteem is boosted because staff continually praise and encourage them. As a result, children make excellent progress in relation to their capabilities and starting points.

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and outcomes for children

Babies enjoy relaxing in the cosy book area looking at the pictures and mimicking staff's animal sounds. Children have beneficial links with one key person, which gives them a sense of continuity from day-to-day. They know what is expected of them, become secure in their routines and feel valued. The nursery routine is adapted to cater for their individual routines and they enjoy a range of exciting activities such as painting and singing time.

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and outcomes for children

Children's sense of belonging is fully fostered because all areas within the setting have displays of their own work for them and their parents to enjoy. This also fosters very strong levels of self-esteem for children. The children are well behaved and have exceptionally high regard for one another and the adults around them. They are confident and independent, making choices about what they want to play with. The children say and use numbers in familiar contexts and they count and recognise numbers. They use the resources around them to find out about pairing, similarities and differences. Children thoroughly enjoy creative activities such as water and sand play. They competently use a variety of small tools and equipment such as rolling pins, scissors and cutters. They learn about the living world and how to care for things, including the planting and growing of vegetables and plants, which are grown in pots in their classroom.

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and outcomes for children

Children have access to a positive range of reading materials and clearly enjoy story times. They are developing a strong love of books and use books independently as well as having stories read to them. Older children are beginning to write recognisable letters and words and they are able to sound the letters in their own and friend?s names when pointing out their folders on a shelf in the classroom. There are many visual aids throughout the nursery to encourage children to explore their early writing skills and to observe numbers within their environment. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 Children find out about their environment, identifying features and noticing the natural world. They enjoy local walks where they notice the changing seasons, collect blackberries to bring back to the setting enjoy preparing and baking an apple crumble for lunchtime. They learn about keeping themselves safe as they

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and outcomes for children

are involved in the fire evacuations of the nursery and they learn about crossing the road safely during outings.

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and outcomes for children

Children have many opportunities to communicate and share their thoughts during circle time sessions and on a one to one basis. They discuss the things they like doing, their family and their interests. Children play purposefully within the role play area; they make breakfast as they heat up the food in the microwave and offer pretend cups of tea to visitors.

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and outcomes for children

Children have daily opportunities to be outside as they move freely in the outside area, take risks on the indoor play equipment. Children are developing important learning and development skills which help to set secure foundations for their future learning as older children demonstrate their emergent typing skills on the keyboard or operate simple programs on the computer which develops their language and problem solving skills very well. The nursery has demonstrates a good commitment to sustainability as the children learn about recycling. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex A: record of inspection judgements

The key inspection judgements and what they mean

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Annex A: record of inspection judgements

Grade 1 is Outstanding: this aspect of the provision is of exceptionally high quality Grade 2 is Good: this aspect of the provision is strong Grade 3 is Satisfactory: this aspect of the provision is sound Grade 4 is Inadequate: this aspect of the provision is not good enough

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children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

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Early Years Foundation Stage

The effectiveness of leadership and management in embedding ambition and driving improvement The effectiveness with which the setting deploys resources 2 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 1 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 2 The effectiveness of the setting’s engagement with parents and carers

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Stage

The quality of the provision in the Early Years Foundation Stage 2

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Stage

The extent to which children achieve and enjoy their learning 1 The extent to which children feel safe 1 The extent to which children adopt healthy lifestyles 2 The extent to which children make a positive contribution 2 The extent to which children develop skills for the future 2

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Stage

procedures set out in the guidance available from Ofsted’s website: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex B: the Childcare Register

The provider confirms that the requirements of the compulsory part of the Childcare Register are: Met

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Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Met

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