Busybees at Harlesden

Inspection of Treetops Harlesden 59 Longstone Avenue, Harlesden, London NW10 3TY

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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

Staff greet children in a friendly and caring manner on arrival. Children feel safe and secure. They build positive relationships with staff. For example, key persons comfort children who are settling in with cuddles. The key-person system is well embedded within the setting. Staff spend time developing secure bonds with children, who show that they feel happy within these trusting relationships. For example, babies demonstrate they feel secure as they eagerly take musical shakers to share with staff. Staff have a clear understanding of what they want children to learn. They plan a relevant curriculum that meets children's individual needs. As a result, all children make good progress in their learning.

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The provision is good

Staff act as positive role models and their expectations for children's behaviour are good. Children behave well. They share, take turns and learn to understand the importance of being kind to their friends. Staff support children to persevere when they encounter a challenge in their play. Older children build their resilience, such as when cutting vegetables with safety knifes. Staff encourage children to keep trying and this helps them to not give up easily. As a result, children learn how to use tools and equipment with increasing skill.

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need to do better?

n Leaders have an effective overview of the quality of the curriculum. They have recently implemented an ambitious new curriculum. Leaders accurately identify priorities for children's learning. There is a focus on supporting children's communication skills. Leaders ensure that the curriculum provides children with good support and helps them to achieve well. n Overall, staff interact well with children. They model and repeat names of objects as young children play, encouraging them to use these new words. This supports children's language comprehension well. However, at times, staff do not consistently allow sufficient time for children to process and respond to some questions. n Children access a variety of mathematical resources. Staff introduce mathematical vocabulary and use puppets to develop children's counting skills as they play. This promotes children's early mathematical development. n Children enjoy a variety of physical activities to help keep them fit and healthy.

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need to do better?

For instance, staff encourage older children to climb the climbing frame and play running games. Younger children skilfully use rockers independently. These activities help to build children's muscles, balance and stability. n Children understand the routines in the setting. Staff give them relevant warnings when things are going to change, such as at tidy-up time and nappy changes. This allows children time to prepare for the next stage in the day. However, during some routines, not all staff consistently promote children's

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need to do better?

18 December 2024 growing independence. For instance, during mealtimes, some staff pour water and serve food for older children, whereas other staff offer praise and support as children do this independently. Consequently, children do not have the same opportunities to become independent. n Staff work together very well. Leaders organise regular staff meetings and training opportunities. Staff say how training is selected based on their individual needs and how this supports them to develop their practice. For instance, they discuss how they have grown in confidence in supporting children's behaviour since attending training. n Staff support children with special education needs and/or disabilities (SEND) well. They work with leaders and parents to identify children with SEND. Leaders and staff make links with external professionals where appropriate. They use additional funding effectively to best meet the needs of those children who need

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need to do better?

it most. All children receive the support they need to be successful. n Overall, parents and carers speak very highly of the setting. They feel that staff offer genuine care and appreciate the time that is taken to get to know their children and the families. Parents report that they feel well informed about their children's learning and development through regular feedback from staff. They share how the setting has enhanced partnerships through stay-and-play sessions and events such as coffee mornings.

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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 allow children sufficient time to think and respond to questions asked n build further on developing staff's practice to extend children's independence.

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Setting details

Unique reference number 137800 Local authority Brent Inspection number 10368019 Type of provision Childcare on non-domestic premises

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Registers

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

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inspection

Total number of places 76 Number of children on roll 66 Name of registered person Busy Bees Nurseries Limited

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reference number

Telephone number 020 8961 3485 Date of previous inspection 6 March 2019

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Information about this early years setting

Treetops Harlesden registered in 1997 and is located in the London Borough of Brent. The nursery employs 21 members of childcare staff. Of these, 12 staff hold early years qualifications between levels 2 and 3. The manager holds a level 6 qualification. The nursery is open Monday to Friday, all year round. Sessions are from 8am to 6pm. The nursery provides government funded childcare for eligible children.

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Inspection activities

n A leader and the inspector completed a learning walk to discuss how staff plan and implement the curriculum. n The inspector and a leader carried out a joint observation. n The inspector spoke with staff and interacted with children. n The inspector viewed the provision and discussed the safety and suitability of the premises. n A number of parents spoke to the inspector during the inspection. The inspector took account of their views.

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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

18 December 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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