The Treehouse Nursery West Chiltington

Inspection of The Treehouse Nursery West Chiltington West Chiltington School, East Street, West Chiltington, Pulborough RH20 2JY

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Overall effectiveness Requires improvement

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

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The provision requires improvement

Children enter the nursery happily, and they settle quickly. They have positive relationships with staff and approach them when they need reassurance and comfort, which is regularly offered. Staff are attentive, kind and caring, and this contributes towards children feeling safe and secure at the setting.

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The provision requires improvement

Managers broadly outline what they want children to learn. However, they struggle to articulate a clear and coherent curriculum that ensures progression for all children, including children with special educational needs and/or disabilities (SEND). For instance, some staff are uncertain of what children need to learn next and how they can support them. This impacts the progress that children make.

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The provision requires improvement

Despite this, children have fun and readily engage with new experiences. For example, children enjoy playing together using different herbs and flowers to create soups in the mud kitchen. Staff listen to what they say and play alongside them. For instance, they support children to learn the names of the herbs and flowers as they discuss the different smells and colours. This supports children's communication and language development.

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The provision requires improvement

Children behave well. They know the nursery routine and follow this readily. For example, they know to wash their hands before mealtimes. Staff support children to learn how to share and take turns. For instance, children patiently wait their turn to take part in activities. Most children listen to what staff say and follow instructions, such as to tidy up when they have finished playing.

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need to do better?

n Staff have supervision meetings and can discuss their well-being at any time with the manager. They are provided with a clear induction programme and some training opportunities. For example, staff have completed safeguarding and paediatric first-aid training. However, the provider does not ensure that staff have opportunities to gain the knowledge they need to support all children. For instance, the manager and staff do not have a fully secure understanding of how to support children with SEND. Although they work in partnership with other professionals, the manager and staff are unsure what it is they want children with SEND to learn next. Consequently, much of the children's learning is incidental, and these children are not always supported to make the progress they are capable of. n Children are confident. They make good friendships and invite their friends to join in their play. For example, they enjoy looking for bugs in the garden

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need to do better?

together and become animated when they find a bee. They work together to draw what they have found and discuss the features of the bee. For instance,

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need to do better?

3 July 2025 they talk about the colours of the bee and help each other to find the yellow and black colouring pencils. This supports children's social development. n Weaknesses in the design and delivery of the curriculum, alongside a high level of changes to staff, impact on the quality of support for children's learning and development. Managers have not ensured that staff have a sufficiently clear understanding of the curriculum or the learning intent behind activities, and the quality of teaching is variable. Although staff plan activities for children that are enjoyable, these are not always finely tuned enough to identify what individual children need to learn next to build on what they already know and can do. This does not support children to make progress. n Staff use opportunities as they arise during play to build on children's mathematical skills. For example, they encourage children to count in sequence

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need to do better?

during activities and support them to recognise shapes. Furthermore, children learn about 'more' and 'less' as they play with water. n Staff promote children's early literacy skills well. For instance, they invite children to read and listen to stories with them throughout the day. Furthermore, staff ask the children questions and encourage them to explore the pictures and talk about the story. n Since the last inspection, the provider has put some systems in place to improve communication and partnership working with parents. For example, they use an electronic program to share some information about children's development with parents and send out regular newsletters. However, the manager and staff do not provide parents with information to support their children's learning at home, especially as children get ready to move on to school. Furthermore, they do not consistently support parents to know who their child's key person is,

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need to do better?

especially when there are changes to staff. n Staff support children to learn about how to keep themselves healthy. For instance, children learn about oral health and how to clean their teeth. Staff ensure that children have a variety of opportunities to be physically active. For example, children enjoy exploring the large outside area, using balance bikes, hula hoops and climbing equipment. This supports children's health and 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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Due date

3 July 2025 improve arrangements for the monitoring, coaching and training of staff to develop their teaching and knowledge of child development, especially to support children with SEND 21/07/2025

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Due date

plan and deliver a coherent curriculum that is sequenced and understood by all staff so that teaching is consistent and builds on what children know and can do. 21/07/2025

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should:

n strengthen the communication with parents so that they know who their child's key person is and how to promote their child's learning at home.

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Setting details

Unique reference number 2722958 Local authority West Sussex Inspection number 10369996 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 24 Number of children on roll 21 Name of registered person OKM Nurseries Ltd

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reference number

Telephone number 01798 812443 Date of previous inspection 4 September 2024

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Information about this early years setting

The Treehouse Nursery West Chiltington registered in 2023. The nursery operates from a classroom in West Chiltington Primary School, West Chiltington, West Sussex. It is open from 8.30am to 3.15pm Monday to Friday, term time only. The provider employs four members of staff, three of whom have a relevant early years qualification at level 3 or above. The nursery receives funding to provide early education for two-, three- and four-year-old children.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The manager and inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n Children told the inspector about their friends and what they like to do when they are at nursery. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector spoke with the manager and nominated individual 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 that this was having on children's learning. n The inspector and the manager carried out a joint observation of an activity. n Parents shared their views of the nursery with the inspector. n The inspector looked at relevant documentation and reviewed evidence of the

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Inspection activities

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

3 July 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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