Treetops Preschool & Extended Schools Provision CIC

Inspection of Treetops Preschool & Extended Schools Provision CIC Pool Hill, Bridestowe, OKEHAMPTON, Devon EX20 4EW

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 Good

p.1

The provision is good

Children arrive happily and staff greet them warmly. Staff work very closely with parents from the outset. For example, they organise flexible settling-in processes that meet children's individual needs. Staff take great care to learn about children's routines, likes and dislikes. This helps children to settle quickly. Children demonstrate that they feel secure and safe. They build strong bonds with staff and friendships with their peers.

p.2

The provision is good

Children behave well. They play cooperatively, take turns with resources and show good manners. For example, at snack time, children say please and thank you when staff offer them a drink. Staff model kindness and empathy in their interactions with parents, children and one another. Children mirror this in their communication with others. For example, they remind staff to 'be careful with the knife' when cutting fruit, demonstrating care, consideration and an understanding of risk.

p.2

The provision is good

Children enjoy plenty of fresh air and exercise in the outdoor space. They learn how to keep their bodies healthy. For example, staff teach them how to clean their teeth and discuss the benefits of eating healthy food with them. Staff encourage children to be independent in preparation for school. Children put on their coats, put their lunch boxes away after eating and tidy up after themselves.

p.2

need to do better?

n Staff create an ethos that helps children feel safe and valued. Children approach staff for support when needed and receive comfort from them. Children's emotional development is well nurtured. Staff morale is high, and their well- being is also of high priority to the provider. n The provider serves as a hub of the community, maintaining close links with external organisations and groups. For example, they work closely with the local authority, health visitors and the children's centre to support families and signpost them for support and guidance when needed. n The provider recognises that change can be challenging for children. They are proactive in managing transitions to pre-school and school. For example, they organise a toddler group in the adjoining hall for parents and children to attend. This means children become familiar with staff and the environment in advance of attending the pre-school.

p.2

need to do better?

n Children learn about their local area through community trips. For example, groups of children visit the garden centre with staff to purchase sand to fill the sand pit. This helps them to learn to take responsibility for small tasks and interact with other people in different environments. n Staff read stories with enthusiasm, which children enjoy listening to. Some

p.2

need to do better?

27 March 2025 children join in with the key parts, recalling past learning. This helps to develop a love of reading and promotes children's literacy and language skills. n Children develop their physical skills in the outdoor space as they run, climb and explore. After the COVID-19 pandemic, the provider purchased new equipment to develop children's muscles, which they identified was needed after extended time spent indoors. For example, they had a stile installed for children to climb over to access the garden area. n Staff provide numerous opportunities for children to engage in sensory play, developing their creativity and encouraging exploration of various textures. For example, children manipulate play dough with their hands, dig in the sand with tools and pour water from jugs. This also helps to develop their small muscles in preparation for early writing. n The provider has a good understanding of what they want children to learn.

p.2

need to do better?

However, the curriculum is not always effective in providing sufficient challenge for some children. For example, children's critical thinking is not always well nurtured. Staff do not use questioning appropriately to encourage children to think deeply or provide challenging activities that promote problem solving. At times, children do not have the space they need to explore their ideas independently. For example, staff do not always identify when children are fully immersed in play and adult intervention is not required. n Staff join in with children as they play and offer them support. However, at times, more confident children capture staff's attention and quieter children are occasionally overlooked. For example, during group activities and mealtimes, staff direct their interactions to more confident children, who provide answers to their questions. This means that during these times, the quieter children's

p.3

need to do better?

learning experiences are not extended as well. n Parents report that staff work very effectively in partnership with them. They describe staff as 'caring' and feel well informed about their children's progress. Some parents say that staff go 'above and beyond,' working proactively with other professionals to help close any gaps that the pre-school has identified in children's learning.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

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

p.3

should:

n develop the curriculum to ensure that it is appropriately challenging for all children, promotes children's critical thinking and allows children space to

p.3

should:

27 March 2025 explore their own ideas n build on staff's skills in consistently supporting all children to fully engage with the learning experiences offered, with particular regard to quieter children.

p.3

Setting details

Unique reference number EY545515 Local authority Devon Inspection number 10388538 Type of provision Childcare on non-domestic premises

p.5

Registers

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

p.5

inspection

Total number of places 20 Number of children on roll 111

p.5

Name of registered person

Treetops Preschool And Extended Schools Provision CIC

p.5

reference number

Telephone number 01837 861761 Date of previous inspection 16 July 2019

p.5

Information about this early years setting

Treetops Preschool & Extended Schools Provision CIC re-registered in 2017, having opened in 1974, and has been operating at its current premises since 2008. It opens each weekday from 7.45am to 6pm, all year round. There are eight members of staff who work directly with children. Of these, seven hold relevant qualifications at level 3 or above and one holds a level 2 qualification. The pre- school offers government funded spaces.

p.5

Inspection activities

n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want the children to learn. 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 spoke to children, to find out about their time at the setting. n The inspector talked to staff and parents at appropriate times during the inspection and took account of their views. n The inspector observed the interactions between staff and children. n The nominated individual 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

27 March 2025 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