The Treehouse Club Forestry Nursery And Out Of School Club

School Club

Unique reference number (URN): 2495354 Address: Thriftwood Scout Centre, Orchard Avenue, Brentwood, Essex, CM13 2DP Type: Childcare on non-domestic premises Registered with Ofsted: 16/08/2018 Registers: EYR, CCR, VCR Registered person: The Tree House Premier Child Care Limited

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Expected standard

Children feel secure and develop a positive attitude to learning and are enthusiastic to try new things. They typically focus, engage and are motivated to 'have a go' and demonstrate their enjoyment of learning. Children's personal, social and emotional development and communication and language skills are typically developing well, including children with special educational needs and/or disabilities (SEND).

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Achievement Expected standard

Children, including babies show increasing independence. For example, children persevere when dressing in preparation for outdoor learning. Children quickly and patiently master the skill of putting on high visibility tabards. Babies gesture and confidently seek support when they want a drink. Children are learning the skills required to ensure they are suitably prepared for the transition to the next room or transition to school. All children, regardless of their starting points and including children with SEND or barriers to learning, make progress in their development. All children typically make progress as strategies and early interventions are in place to support their individual needs. However, minor weaknesses in the consistency of teaching and routines impact on children's overall achievement.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff provide a positive learning environment. Children are cared for by nurturing and calm staff and this fully supports children's personal, social and emotional development. Children have formed close bonds with their key person. Leaders have high expectations, and these are reinforced throughout the day as staff model behaviour well. Children learn through stories and discussion with staff how to regulate their emotions. They learn about feelings and have the vocabulary to express how they feel. As a result children's behaviour is exemplary. Children are supported well to turn take and respectfully listen to their friends. For example when participating in a game of 'what's missing'. Even the youngest children show sustained concentration as they guess what object is no longer present and are pleased when their friends guess correctly. Leaders and staff place a focus on promoting positive attitudes

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Behaviour, attitudes and establishing routines Expected standard

through established routines. They actively encourage good attendance, which ensures children's welfare and helps children to build secure relationships and fully participate.

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Behaviour, attitudes and establishing routines Expected standard

Babies individual routines are respected and thorough discussions take place during settling in to ensure staff are fully aware of parents wishes. Babies are cared for with kindness by attentive staff. For example, they are respectfully asked by staff if they may change their nappy. While children are familiar with the routines in place on occasions they impact children's learning. For example, the organisation of nappy changing and mealtimes means staff are sometimes busy with other tasks. Therefore, they are not able to focus on supporting the children in meaningful learning.

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Children's welfare and wellbeing Expected standard

Leaders and staff promote children's welfare and wellbeing effectively through nurturing and responsive care. An effective key-person system is in place, and all staff speak knowledgeably of all children attending. Care practices meet children's individual and emerging needs. Children feel safe, secure and they confidently seek reassurance and cuddles when needed and then return happily to play. This provides emotional security.

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Children's welfare and wellbeing Expected standard

Children are very aware of their own personal safety and the safety of others. They are well- supported as they engage in risky play and understand the boundaries and rules in place to keep them safe. For example, they understand the need to work carefully together as they roll large logs or when they climb trees. They understand the need to measure twigs they gather. They confidently explain that they must not be longer than their arms so that they do not harm anyone. Children's safety is assured as leaders swiftly and robustly respond to any potential hazards as they arise through stringent risk assessments.

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Children's welfare and wellbeing Expected standard

Children relish their time outdoors in the fresh air. They have many opportunities to develop their physical skills. While babies have opportunities to climb slide and strengthen their muscles using play equipment, the layout of the room impacts on their movement and enjoyment of this opportunity. Children enjoy a range of healthy snacks and meals that are freshly cooked each day. Conversations take place during mealtimes and children learn the importance of a healthy lifestyle. They are encouraged and supported to take care of their personal needs and understand the importance of washing hands. Children know to drink water when thirsty. While drinks are readily available for some the layout of the playroom make access difficult.

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Curriculum and teaching Expected standard

Leaders and the staff team understand the curriculum. Leaders monitor the quality of teaching and do have an action plan to bring about continued improvement. The curriculum is designed around children's interests, supports skills needed to be independent learners and typically provides challenge for children to ensure positive outcomes. Initial assessments, and ongoing observations are completed. Children's key person have meaningful discussions with parents and carers regarding their child's progress. This means they identify children's next stage in learning effectively and adapt activities accordingly to ensure that children with special educational needs and/or disabilities can fully participate. Staff prioritise children's physical and personal and emotional development. Staff understand the importance of children feeling secure and happy also that they will be curious and develop a positive attitude to learn.

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Curriculum and teaching Expected standard

Leaders and staff encourage children to be confident communicators and generally support communication and language well. Staff model a wide vocabulary to children through meaningful engagement. For example, older children listen with intent as they learn what activities are available within forest school. They are reminded about how to stay safe and they contribute to the conversation as they discuss looking out for tree roots so as not to trip. They talk about bees and use descriptive words as they explain they have a stripey pattern. Children recall previous learning as they discuss the hexagon shapes in honeycomb, and talk about bees collecting nectar from the flowers. This however is not consistent throughout the nursery as knowledge and understanding of how to promote speech and language effectively is variable.

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Inclusion Expected standard

Leaders are committed to ensure all children thrive and make continued progress. They have created an inclusive culture where children's unique needs are swiftly identified, understood and supported. Leaders routinely monitor children's progress closely and review support regularly to ensure it remains effective. That said, while leaders have identified a need to improve the environment in the baby room to ensure children can easily access all resources, this is not yet effective.

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Inclusion Expected standard

Leaders value partnership working and work collaboratively with families to shape children's experiences and this contributes to ensuring early interventions are positive. This approach strengthens the quality of provision for all children, including those with special educational needs and/or disabilities and those children known or previously known to social care. Regular, communication with parents and carers ensure leaders and staff to understand each child's experience and ensure that important information is shared. Leaders are aware of the importance of additional funding, such as early years pupil premium, being used in a purposeful and targeted way to enable disadvantaged children to access enrichment, support and build confidence. Staff work closely and with families and any external professionals to ensure that consistent support is in place. Parents speak highly of the staff team and their children's experiences at nursery. They say their children are excited to

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Inclusion Expected standard

attend and have flourished and made continued progress since attending the setting.

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Leadership and governance Expected standard

Leaders are dedicated to providing children with the best possible start. They have a clear and ambitious vision for what they want children to learn. Leaders work effectively with external professionals to meet the needs of children with special educational needs and/or disabilities. They carefully observe children and ensure that accurate assessments inform children's next steps in learning effectively. Leaders understand the importance of smooth transitions to support children moving on to school. Leaders thoughtfully engage parents and carers in the care and education of their children. They have daily discussion about their child's day, interest and progress during collection. They routinely communicate learning and share next steps and ideas to continue learning, electronically.

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Leadership and governance Expected standard

Leaders recognise the need for continued development. There is a culture of self-evaluation and a new quality assurance manager and an operations manager have recently been appointed to strengthen this process further. Leaders prioritise staff wellbeing, regular supervision meetings, and opportunities for professional development. Generally, training is impactful. All staff complete mandatory training, such as first aid and safeguarding. Typically staff have opportunities to complete some relevant courses and apply new knowledge to their practice. Staff report feeling valued and well supported by leaders, who foster a positive, collaborative working environment. Staff contribution to the nursery is recognised and celebrated. However, leaders have not yet fully developed staff practice to a consistently high standard.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Children are happy and excited to start their day at nursery. They arrive full of enthusiasm and are greeted by smiling staff who are very pleased to see them. Children leave their parents with ease and comfortably settle at an activity of their choice. Children enjoy learning and are very confident. They become absorbed in their play with their friends and there is a harmonious and respectful atmosphere throughout the inclusive nursery.

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What it's like to be a child at this setting

Children typically make consistent progress and achieve well from their starting points. The curriculum is varied and ambitious, and constantly builds on what children already know in a clear and sequenced way. The importance of attendance for learning and children's wellbeing is fully understood. Children benefit from the support provided by leaders and the flexible approach for attending. This ensures children's regular participation and welfare. Children have daily opportunities to explore the woods and nature around them as the curriculum is designed around the forest school approach to learning. Children relish their time in the outdoor environment. Babies happily participate in walks to the pond to see the ducks and enjoy the ride in the buggy bus. Children with special educational needs and/or disabilities and those who face barriers to learning thrive at this setting.

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What it's like to be a child at this setting

Children have formed trusting and positive relationships with their key person. Children make friendships with others attending. They play cooperatively and offer each other support. For example, children show sustained concentration as they weave long ribbons around a maypole. They work together and encourage one another to complete the task. Children decide to make pancakes and organise themselves as they dig mud and fetch water for the mixture. They giggle and chat as they work. Children confidently communicate their needs and typically their speech and language skills are developing well as generally staff promote children's communication effectively. Children are aware of the high expectations modelled by staff. This provides reassurance and contributes to the very good behaviour. Staff offer praise and recognition for children's efforts, which reinforces children's self-esteem.

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Next steps

Leaders should consider ways to target professional development more precisely to staff's needs so that training strengthens practice and improves consistency. Leaders should improve the organisation of routines in the baby room to ensure that they do not impact on children's learning. Leaders should improve the layout of the baby room to ensure resources and equipment enhance children's development and increasing independence.

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Address:

Thriftwood Scout Centre Orchard Avenue Brentwood Essex CM13 2DP

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: The Tree House Premier Child Care Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:30

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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About this inspection

The inspector spoke with leaders, practitioners, children, parents and the special educational needs coordinator during the inspection.

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About this inspection

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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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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