The Treehouse Of Water Orton

Inspection of The Treehouse Of Water Orton The Tree House, Water Orton Primary School, Plank Lane, Birmimgham B46 1SG

p.1

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

p.1

The provision is good

Children are keen to arrive at nursery. They are pleased to see the staff and really eager to get on with their day. They separate well from their parents and carers and confidently greet their friends. Children sit well at group time and are excited to participate in activities and songs. They communicate effectively with each other and actively lead their own learning by selecting toys and resources across a range of interesting activities. As a result of the staff's effective planning and assessment, all children, including those with special educational needs and/or disabilities (SEND), make good progress.

p.2

The provision is good

Children benefit from a wide range of experiences that support their understanding and appreciation of the natural world. Children of differing ages plant, water and harvest vegetables. They know the cycle of planting and explain this clearly to the inspector. Children's learning is extended through their involvement in chopping vegetables and making soup. Staff support mathematical learning effectively through a range of creative opportunities. For example, they challenge younger children to open pea pods and line up their peas using a number line. This successfully supports their counting skills.

p.2

The provision is good

Children are extremely confident and they play cooperatively with their peers. They benefit from many opportunities to explore their creative ideas. They enjoy music and have the opportunity to sing and dance in their performance area on the stage with the disco ball. Children enthusiastically perform in an end of term talent show for their families.

p.2

need to do better?

n Leaders have developed a clear and ambitious curriculum. Children make confident choices about how they spend their time and staff are joyful play partners, participating in and skilfully supporting their development. Staff successfully use children's interests and motivations to ensure their learning is purposeful. Children currently show great interest in the farm and the zoo, following recent trips with nursery. n Staff promote children's physical skills well. Children are active outdoors and have access to a range of opportunities that support their gross- and fine-motor development. For example, they play with sand on a large scale and use a range of authentic items for moving, scooping, digging and mixing. Children also enjoy role play with wheeled vehicles, pushing them up onto a ramp to 'fix' and wash them. n Children behave well. They play cooperatively, take turns and share resources successfully. Staff are consistent in promoting self-regulation and support

p.2

need to do better?

children to acknowledge and understand their emotions. Children use an

p.2

need to do better?

18 July 2022 emotions board to help them to express their feelings appropriately. n Staff support children's communication and language skills by extending their vocabulary and modelling the correct pronunciation of words. Children have access to many literacy opportunities, including stories, singing and the use of sign language. However, staff overlook some opportunities to help children to further explore their ideas and understanding, to deepen their knowledge even further. n Children are enthusiastic learners. They learn about and celebrate diversity within the setting and the wider community. For example, staff invite parents into the nursery to share traditional dress, food and stories from their home countries. Staff also involve parents in helping children's learning about people who help us. As a direct result of the children's interest following a visit from a midwife parent, baby care role play is now popular within the nursery.

p.2

need to do better?

n Leaders are inspirational. They lead and manage the staff team highly effectively. There is a clear vision for the setting. Leaders and staff are reflective, which ensures a culture of constant improvement. Leaders work in partnership with external agencies to ensure families in need receive an exceptionally high level of support. The special educational needs coordinator offers appropriate and individualised support to children with SEND to ensure they access the curriculum and make good progress. n Parents comment on the nurturing, loving and approachable staff team. They are happy with the successful key-person system as staff know the children really well and use this information to plan effectively for their individual learning needs. Parents feel involved and well informed about their child's progress. Parents of children with SEND are pleased with the good progress their children make and the inclusive culture across the setting. Parents also comment on

p.3

need to do better?

children's readiness for school and the strong transition support they, and their children, have received.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an extremely effective safeguarding culture across the provision. Staff teach children about how to keep themselves safe by encouraging them to respect each other's privacy. Leaders ensure safeguarding is high on their agenda and staff discuss new guidance and good practice during regular staff meetings. The staff team are extremely knowledgeable about the risks to children and their important role in protecting them from harm. They access frequent training and safeguarding information is displayed clearly across the setting. Systems for recording and reporting are transparent and highly effective.

p.3

should:

18 July 2022 n help staff to further enhance their teaching skills to identify how they can challenge children's thinking even further, to help them to make the best possible progress.

p.3

Setting details

Unique reference number 2574014 Local authority Warwickshire Inspection number 10239134 Type of provision Childcare on non-domestic premises

p.5

Registers

Early Years Register, Compulsory Childcare Register Day care type Full day care

p.5

inspection

Total number of places 120 Number of children on roll 106 Name of registered person The Tree House Of Water Orton Ltd

p.5

reference number

Telephone number 01217473923 Date of previous inspection Not applicable

p.5

Information about this early years setting

The Tree House of Water Orton re-registered in 2020. It operates from rooms within Water Orton Primary School in Warwickshire. There are 26 members of childcare staff. Of these, 21 hold appropriate early years qualifications at level 2 to level 6 and three are unqualified. The setting operates Monday to Friday, 7.30am until 6pm, during term times. A holiday club operates for one week at Easter and for four weeks during the school summer holidays. The nursery provides funded early education for two-, three- and four-year-old children.

p.5

Inspection activities

n This was the first routine inspection the setting received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the setting. n The director and the inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n Children communicated with the inspector during the inspection. n The inspector spoke to staff at appropriate times during the inspection and took account of their views. n The special educational needs coordinator spoke to the inspector about how they support children with SEND. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector carried out a joint observation of a group activity with the manager. n Parents shared their views of the setting with the inspector.

p.6

Inspection activities

n The manager showed the inspector documentation to demonstrate the suitability of staff.

p.6

Inspection activities

We carried out this inspection 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.6

Inspection activities

18 July 2022 regulates and inspects 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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.6

Inspection activities

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 .

p.7

Inspection activities

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.7

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7