Family Tree Day Nursery

Inspection of Family Tree Day Nursery North Cray Neighbourhood Centre, 1 Davis Way, SIDCUP, Kent DA14 5JR

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

Practitioners create a happy and safe environment for children. They know children well and build strong relationships with them and their families. This helps children to feel settled from the start. For instance, practitioners gather key information about children's interests and share ideas with parents to help to extend their children's development further.

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The provision is good

Leaders implement an ambitious curriculum for all children. They have clear intentions for what they want children to learn, with a focus on their communication skills and school readiness. The special educational needs coordinator (SENCo) helps practitioners to identify and support any children with emerging needs. She works in partnership with parents and other professionals to ensure a consistent approach to support their development. As a result, all children, including those with special educational needs and/or disabilities (SEND), progress well.

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The provision is good

From an early age, children learn about the expectations for their behaviour. For instance, practitioners remind babies not to pull each other as they might hurt their friend. Toddlers follow instructions when asked to return toys to the tray. Pre- school children demonstrate kind behaviour towards others. For example, when children notice their friend is struggling to put their coat on, they help them by putting their coat on the floor the correct way round for the 'flip' method. They also attempt to fasten each other's zips.

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need to do better?

n Practitioners have good knowledge of children's individual needs and interests. They use their observations and assessments to plan interesting activities that support children to meet their next steps in development. Children show a keen interest in learning. They engage in activities and explore the indoor and outdoor environment with curiosity and awe. However, at times, practitioners do not maximise opportunities to help to extend children's knowledge and skills further. n Practitioners support children who speak English as an additional language well. They gather key words and phrases in children's home languages to help them to communicate. Practitioners also use visual cards while saying the English words to support children to learn English. They teach children about different people and cultures through a range of books and resources. Children learn about different cultural festivals throughout the year. This helps children to

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need to do better?

respect other cultures. n Children show developing levels of independence as they wash their hands, use the toilet and get their own belongings. However, practitioners do not

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need to do better?

19 January 2024 consistently promote children's independence. For instance, at times, practitioners complete tasks for children, such as pouring their drinks and serving their food. This prevents children from developing greater independence in their self-help skills. n Children enjoy lots of time outdoors to support their physical skills, core strength and well-being. They have regular access to the garden and forest school area. Children use a range of resources to help them to move in different ways, such as using walkers, bicycles and balancing equipment. n Children build strong bonds with their key person and familiar adults. This helps them to feel safe and confident to build relationships with others. For example, babies engage in a game of peek-a-boo and toddlers share their cars and cereal with the inspector. Pre-school children develop their social skills as they interact with practitioners and their peers. For example, they make creations using play

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need to do better?

dough, dry spaghetti and cereal hoops. Children compare their models with each other. They suggest their models look like 'telescopes'. n Practitioners support children's language and literacy skills through a range of activities. Children enjoy looking at books and listening to stories. They have opportunities to write and make marks with pencils and other writing materials. Additionally, parents can use the lending library to take home books to help their children to develop further. Practitioners encourage children to develop a wide vocabulary. For instance, during a forest school session, practitioners ask children to describe what they can hear and see. Children use words such as 'traffic' and golden'. n Leaders ensure that safer recruitment and induction procedures are in place and followed. They carry out appropriate checks to make sure that all staff are suitable to work with children. Leaders use supervision meetings to review

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need to do better?

practitioners' continuous professional development, discuss any concerns about children and support their well-being.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n support practitioners to use every opportunity to help children to build on their knowledge and skills n consider further opportunities for children to make choices and consistently use their independence skills.

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Setting details

Unique reference number EY469757 Local authority Bexley Inspection number 10331762 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 48 Number of children on roll 56 Name of registered person The Family Tree Nursery Limited

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reference number

Telephone number 020 8308 3873 Date of previous inspection 11 September 2018

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Information about this early years setting

Family Tree Day Nursery operates from North Cray Neighbourhood Centre in the London Borough of Bexley. It registered in 2017. The nursery is open Monday to Friday, from 7.30am to 6.30pm, for 51 weeks of the year. There are 16 practitioners who work with children. One practitioner holds qualified teacher status, and 11 practitioners hold qualifications at level 2 and above. The nursery receives funding to provide early education for children aged two, three and four years.

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Inspection activities

n The inspector discussed any continued impact of the pandemic with the provider and has taken that into account in their evaluation of the nursery. n The inspector viewed the nursery and discussed the safety and suitability of the premises. n The provider and 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 talked to staff at appropriate times during the inspection and took account of their views. n The inspector spoke with the provider about the leadership and management of the nursery. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The SENCo spoke to the inspector about how they support children with SEND. n The inspector carried out a joint observation of an activity with the manager.

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Inspection activities

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

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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.

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Inspection activities

19 January 2024 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.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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