Treetop Nursery

Treetop Nursery 396-398 Dunstable Road, Luton, Bedfordshire, LU4 8JT

p.1

Inspection date

Previous inspection date 4 December 2017 11 November 2014

p.1

3

Effectiveness of the leadership and management Requires improvement Quality of teaching, learning and assessment Requires improvement Personal development, behaviour and welfare Requires improvement Outcomes for children Requires improvement

p.1

This provision requires improvement. It is not yet good because:

 Staff do not provide suitably challenging experiences for children on a daily basis. The next steps in children’s learning are not precise or effective.  Teaching is not consistently good enough to extend children’s learning. Staff miss opportunities to further children’s thinking skills and vocabulary during play.  On occasion staff miss opportunities to explain the impact of children's actions to them. As a result, children do not gain full awareness of appropriate ways to behave.  Designated safeguarding officers have not completed the relevant safeguarding training. This means that local child protection procedures are not embedded.

p.1

It has the following strengths

 Children are happy and independent. They select activities to play and persevere with the task at hand. For example, children use safety knives to cut real vegetables in the home corner, and they continue until the potatoes and aubergines are cut into many pieces.  Established links with other settings support and improve staff professional development and practice.  Staff build strong relationships with parents. They share information with parents about babies’ daily routines to support their individual needs such as feeding and sleep routines.

p.1

What the setting needs to do to improve further

To meet the requirements of the early years foundation stage the provider must:

p.2

Due Date

 prioritise next steps effectively and use the information to plan a suitably challenging curriculum so that children make good progress 09/02/2018

p.2

Due Date

 improve teaching to support children’s thinking skills and extend their vocabulary 09/02/2018

p.2

Due Date

 ensure practitioners designated to take lead responsibility for safeguarding have completed a relevant training course. 09/02/2018

p.2

Due Date

To further improve the quality of the early years provision the provider should:

p.2

Due Date

 build on existing strategies to manage children's behaviour in a consistent way, in order that children learn about the consequences of their behaviour and know that some behaviours are not acceptable

p.2

Inspection activities

 The inspectors observed general play and routines in the base rooms of the nursery and outdside. They talked with the staff and children at appropriate times throughout the inspection.  The inspectors looked at evidence of the suitability of staff members, and a range of other documentation. First-aid and safeguarding training certificates were viewed.  The inspectors held joint discussions with the manager and deputy manager in relation to observations of the children's play, learning and progress.  The inspectors spoke to a small number of parents.  The inspectors reviewed the provider’s self-evaluation.

p.2

Effectiveness of the leadership and management requires improvement

The arrangements for safeguarding are effective. Staff have a good basic understanding of the procedures they should follow to report any concerns they may have. The designated safeguarding officers have not yet completed training relevant to their role. Recruitment is thorough and ensures staff are suitable to work with children. Supervision and team meetings are used to help staff improve their practice. Managers observe practice to check what works well and identify what needs to improve. For example, they have identified systems to assess what children know and can are not good enough to ensure children make good progress in their learning. The manager has recently started to monitor the progress of different groups of children. However, it is still too early to see the impact this has in ensuring that all children make as much progress as they can.

p.3

Quality of teaching, learning and assessment requires improvement

Staff do not plan opportunities well enough to meet children’s individual abilities. Some planned activities are too simple, and some are too difficult, for children's ages and stages of development. For example, staff ask older children to count objects when they are able to do this easily. They then ask younger children to identify the different sizes of items which is too hard for them. Too many next steps in children's learning are identified and as a result, children’s learning is not well focused. Children have opportunities to make links with their home life. They pretend to feed dolls, put them on the potty and wash them in soap and water. Children play with dough and chalk outside. Younger children explore paint with their hands and brushes. These activities help to build children’s small finger muscles. Staff share information regularly with parents about children’s learning. Parents speak warmly about how they help their children learn at home with ideas from

p.3

Quality of teaching, learning and assessment requires improvement

nursery. This supports continuity of education.

p.3

Personal development, behaviour and welfare require improvement

Staff do not explain clearly how a child's behaviour might affect their friends. For example, when children push past their friends with dolls in buggies, staff ask children to be gentle but do not explain the reason why they need to do this. Rules and routines are generally well established and help to promote children's independence. Staff are energetic and caring. The indoor play areas are bright and welcoming to the children. Children demonstrate they feel safe as they confidently choose where they play. They enjoy the outdoor area as they ride bikes, push dolls in buggies and play games with the staff. Children are offered fresh fruit to eat, which helps them to understand what is healthy.

p.3

Outcomes for children require improvement

Children do not make as much progress as they could from their starting points due to weaknesses in teaching. However, most children develop the basic skills and knowledge they need to start school. They know and join in with the words and actions to familiar songs. They listen at group times and answer questions about the weather. Children follow instructions in games and are able to put on their coats before going outside.

p.3

Setting details

Unique reference number EY414131 Local authority Luton Inspection number 1122032 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register, Compulsory Childcare Register Age range of children 0 - 8 Total number of places 40 Number of children on roll 49 Name of registered person Rabia Educational Trust

p.4

reference number

Date of previous inspection 11 November 2014 Telephone number 01582563425

p.4

reference number

Treetop Nursery was registered in 2010 and is on the Early Years Register and the compulsory part of the Childcare Register. There are currently six staff working directly with the children; all of whom hold appropriate early years qualifications at level 2 and 3. The nursery opens Monday to Friday, term time only. Sessions are from 8am until 4.30pm and children attend for a variety of sessions. There are currently 49 children attending who are all in the early years age group. The nursery receives funding for the provision of free early education for two-, three- and four-year-old children. It supports a number of children who speak English as an additional language.

p.4

reference number

This inspection was carried out by Ofsted under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the early years foundation stage.

p.4

reference number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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.

p.4

reference number

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.5

reference number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

p.5

reference number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

p.5