The Treehouse , Somerton

The Treehouse , Somerton

Unique reference number (URN): 2807861 Address: King Ina C Of E Academy, Northfield, Somerton, TA11 6FQ Type: Childcare on non-domestic premises Registered with Ofsted: 22/10/2024 Registers: EYR, CCR, VCR Registered person: The Tree house somerset LTD

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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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Inclusion Strong standard

Leaders place inclusion at the heart of the club. They use robust systems to gather information from parents and carers when children start. This means children, including those with special educational needs and/or disabilities and those who face barriers to their learning and/or wellbeing, receive the support they need. Staff offer sensitive and tailored support from the start. For example, they recognise that some children need repetitive physical movements to manage their emotions and self-regulate and provide apparatus to enable this. Leaders ensure they create an inclusive environment for all children, supporting their wellbeing, social confidence and self-esteem.

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Inclusion Strong standard

Leaders are proactive and consistent when working with other professionals. They have created effective working relationships with the on-site school and liaise closely with parents and carers, particularly when children may need additional support. This well joined-up approach provides continuity for children between school and the club. This ensures children's needs and abilities are fully understood, helping leaders implement meaningful adaptations to support children's participation. Leaders are a great advocate for children and families, they work closely with the local authority to access funding to enhance the provision and provide further support. For example, recent funding has improved the outside area and offered more funded spaces for the breakfast club. This has made a noticeable difference for those children who struggle with the transition and separation from parents when going into school.

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Behaviour, attitudes and establishing routines Expected standard

Leaders have clear expectations for children's behaviour and use gentle reminders to reinforce these throughout the session. Leaders and children create these expectations together. This helps children to feel heard, valued and understand what is expected of them in an age-appropriate way. Leaders help children to learn about positive choices by taking the time to speak with children about their decisions and the consequences of these. They use positive praise and encouragement to support children's self-worth and esteem. However, leaders recognise that staff would benefit from further training to support their confidence in dealing with conflicts when they arise. Leaders and staff deliver instructions clearly and are gentle and kind in their approaches.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff follow and implement consistent routines. Children know what is happening next and they enjoy helping within these routines. For example, children confidently explain what they do in their 'snack circle' and take turns relaying their favourite colours and animals. Younger children confidently speak in the larger group and join in with familiar routines. Children enjoy their time at the club. Leaders actively promote the importance of attendance and punctuality and work closely with the on-site school to track and monitor this.

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Children's welfare and wellbeing Expected standard

Leaders and staff provide a welcoming, spacious and well-planned space for children. They ensure adaptations have been made, when needed, helping to meet the individual needs and abilities of children. This includes children with special educational needs and/or disabilities and those who face barriers to their learning and/or wellbeing.

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Children's welfare and wellbeing Expected standard

Leaders and staff typically help children to learn about keeping themselves safe and healthy. For instance, when children climb staff remind them to wait for others to finish before they jump. Leaders remind children to drink plenty of water throughout the session, explaining this will give them lots of energy during the hotter weather. Children demonstrate their independence when attending to their toileting needs and consistent routines help children to recognise the importance of washing their hands before eating. However, leaders do not fully promote the importance of healthy eating. This does not support children to develop their habits in making healthy choices. Children have plentiful opportunities to access fresh air and exercise, supporting their physical, emotional and mental health.

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Children's welfare and wellbeing Expected standard

Leaders help children to begin to regulate and understand their emotions. They liaise with teachers each day to share any information that may reflect children's moods and feelings. This supports staff to recognise when children may feel frustrated, tired or upset, helping them to adapt their approach when needed. Children feel safe and secure.

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Leadership and governance Expected standard

Partnership working is a clear strength. Leaders have built positive relationships with the on- site school, parents and carers and the local authority. This impacts positively on children's experiences of the club. Regular communication with parents ensures details and family circumstances are kept up to date. This means any changes are identified and updated. Parents report on the detailed handovers and the 'thoughtfully planned sessions'. They value the 'genuine care and understanding' of leaders and staff. Children enjoy walks to the local post box to post letters and attend school fetes and events. This creates a sense of community.

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Leadership and governance Expected standard

Leaders demonstrate a clear vision of the club and generally use self-evaluation well to identify strengths and areas for improvement. They gather and welcome feedback from parents regularly and closely review this. For example, leaders have recently updated policies to reflect their technology-free approach. This helps children to engage more in play with their peers. However, leaders have not yet embedded approaches to training, to support the development of staff. Consequently, this does not provide consistent approaches in raising the quality of practice and limits opportunities for staff to build and develop their skills.

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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 arrive excited to greet their peers and are warmly welcomed individually by staff. They ask children how their school day has been, helping children to feel valued, safe and secure from the start. Children demonstrate their independence and understanding of routines as they place their belongings away and sit chatting to their peers, patiently waiting for everybody to arrive. This shows children have formed friendships during their time at the club. Parents and carers are highly supportive of the club and value the support they receive

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About this setting

from leaders. Leaders have a robust attendance policy in place and follow up promptly on any non-attendance.

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About this setting

Children, including those who face barriers to their learning and/or wellbeing, enjoy their time at the club. They eagerly explore the variety of activities set up by leaders, linking to their interests. Children explore the smell of lavender as they make potions and teas in the mud kitchen area. They talk with their peers about what they are making and how they like or dislike the smell of lavender. Inside, children use their imaginations to build their own islands using magnetic blocks, they work together to design it, inputting their ideas and thoughts collaboratively. Younger children play alongside the older children, and older children naturally invite them into their play. This demonstrates their kindness, confidence and positive attitudes towards their play.

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About this setting

Children practise their physical skills and enjoy the opportunities they have to exert their energy after their school day. They balance, climb and jump as they complete the obstacle course safely. Children make independent choices in what they would like to do. For example, children go to the quiet space to enjoy looking through books. Leaders recognise these spaces are important for those children, who need some quiet time.

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Next steps

Leaders should ensure that supervision sessions for staff are sharply focused on the continuous opportunities for them to build on their knowledge and expertise. Leaders should review policies and practice to ensure staff help children to understand the importance of making healthy choices.

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About this inspection

The inspector spoke with leaders, children and parents shared their views 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. Unique reference number (URN): 2807861

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Address:

King Ina C Of E Academy Northfield Somerton TA11 6FQ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: The Tree house somerset LTD

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 08:30,Monday,Tuesday,Wednesday,Thursday : 15:00 - 17:30

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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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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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