Treetops Matlock

Inspection of Treetops Matlock Chesterfield Road, Matlock, Derbyshire DE4 3DQ

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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

Children are eager to start their day as they rush down the path of the nursery to see which staff member is waiting to greet them. Staff give warm welcomes to the children and ask how they are. Children engage in conversations about their morning and excitedly share what they had for breakfast or how they got to nursery. They develop warm relationships with kind and caring staff. Staff consistently promote rich language experiences, responding warmly to babies' babbles and using songs and rhymes to support early communication. Across the nursery, children enjoy stories through the 'Book of the Moment', selecting books they want to hear. Staff read enthusiastically, capturing children's attention and fostering a love of reading. Children are introduced to rich and challenging vocabulary. For example, when learning about habitats for birds and creating their own nests, children confidently use words such as 'trunk' and 'canopy'. Staff show

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The provision is good

genuine curiosity during activities, which fosters children's critical thinking, creativity and engagement.

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The provision is good

Positive behaviour is consistently reinforced through praise, encouragement and consistent routines, which help children feel safe and secure. As a result, children behave well across the nursery. They demonstrate kindness, empathy and respect for others. For example, children remind their friends to use 'walking feet' when the outdoor area is slippery, showing care and awareness of one another's safety. From a young age, children begin to understand and manage their feelings. Staff support children to talk confidently about complex emotions such as 'anger' and 'frustration'. This supports children's ability to self-regulate and builds emotional resilience. Children are emotionally secure to start school when the time comes.

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need to do better?

n Staff demonstrate a secure knowledge of the children in their care and plan an ambitious curriculum that focuses on what children need to learn next. Staff use knowledge of children's prior learning and interests to inform their planning, to consistently build on what children know and can do. Any gaps in children's development are identified promptly and addressed through targeted planning. Consequently, all children, including those with special educational needs and/or disabilities (SEND), make consistently good progress. n Physical development is well sequenced across the nursery, from babies cruising around furniture to older children using stepping stones and balancing equipment. However, while the environment in the baby room has been successfully adapted to meet the needs of younger babies recently joining the nursery, this has limited opportunities for older babies that are due to transition

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need to do better?

into the next age group. This means that older babies are not always challenged to make the rapid progress they are capable of, particularly in more advanced

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need to do better?

5 August 2025 physical activities such as climbing. n Interactions between staff and children are consistently positive. Staff engage in meaningful play and conversations. However, during routine times, such as tidying away and setting up for lunch, staff occasionally become focussed on the task. This means that the quality of interactions and learning opportunities during these moments is not as purposeful. n Children are confident, curious and independent learners. They have a strong voice in the nursery and make meaningful contributions. Through the pre-school committee, children vote on sandwich fillings and books to read, and they plan outings and experiences to enhance the nursery provision. This supports children's understanding of democracy and gives them ownership over their learning environment. n Staff support children of all ages to develop their independence with self-help skills. Babies learn to feed themselves with a spoon. Younger children progress

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need to do better?

to a fork and pour their drinks. Older children continue to develop these skills and keenly serve themselves and others during mealtimes. n Diversity is celebrated meaningfully. Parents comment that their children are recognised and respected for their individual personalities and unique characteristics. Staff share aspects of their own home lives with children, creating a respectful and inclusive culture. Children learn about the lives of others and develop a secure understanding that everyone is unique. In addition, the nursery has established strong community links, which support children's understanding of people and places beyond their immediate environment. n Staff's morale is high, and they feel well supported through a strong programme of professional development. Leaders are proactive in identifying individual strengths and interests, ensuring that staff's talents are recognised, celebrated

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need to do better?

and further developed. Training positively impacts on the provision for children.

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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 provide consistently challenging physical development opportunities for older babies that promote more advanced physical activities such as climbing n support staff to maintain high-quality interactions with children during all routine activities to maximise learning opportunities and purposeful engagement throughout the day.

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Setting details

Unique reference number EY256531 Local authority Derbyshire Inspection number 10398395 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 92 Number of children on roll 133 Name of registered person Busy Bees Nurseries Limited

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reference number

Telephone number 01629 581007 Date of previous inspection 18 October 2019

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Information about this early years setting

Treetops Matlock registered in 2003 and is located in Matlock, Derbyshire. The nursery opens Monday to Friday from 7.30am until 6pm, all year round, except for bank holidays. There are 36 members of childcare staff. Of these, there are five staff with an appropriate early years qualification at a level 2 and 18 with a level 3 qualification. In addition, there are two staff who hold qualified teacher status. The nursery is in receipt of funding for the early education of two-, three- and four- year-old children. It supports children with special educational needs and/or disabilities (SEND).

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Inspection activities

n The manager and inspector completed a learning walk and discussed how the provision and curriculum are organised. n The manager carried out a joint observation with the inspector to evaluate the quality of teaching. n The inspector spoke to staff and parents at appropriate times during the inspection and took account of their views. n Children spoke with the inspector during the inspection. n The inspector observed the quality of teaching indoors and outdoors to assess the impact of this on children's learning. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the nursery.

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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

5 August 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.

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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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