The Treehouse Club Forestry Nursery And Out Of School Club

School Club

Unique reference number (URN): 2552351 Address: Saint Nicholas Church Hall, School Lane, Ingrave, Brentwood, CM13 3RB Type: Childcare on non-domestic premises Registered with Ofsted: 08/09/2019 Registers: EYR, CCR Registered person: The Tree House Premier Child Care Limited

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Safeguarding standards not met

Leaders have not ensured that there is an open and positive culture around safeguarding that adequately protects children from harm. The provider has failed to follow their safeguarding policies and procedures. Leaders have not fulfilled their requirements to notify Ofsted of any allegations made against staff. Leaders do not recognise that failure to follow their policies and procedures does not ensure the safe and effective management of the setting and compromises children's welfare.

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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 Urgent improvement

Not all children are prepared for their next stage of learning, because staff do not have the skills to consistently implement the curriculum well. Children do not develop their listening skills and are not always able to follow instructions. As a result, they are unable to move between activities independently and do not always understand what is expected of them. This is mainly due to the poor implementation of routines and boundaries. Children do not build on the skills and knowledge they already have, as there are some staff who do not know children well enough to support them effectively. Therefore, teaching is not always tailored effectively to children's stages of development. Leaders do not make appropriate decisions around staff deployment to meet the emotional needs of all children. For example, children who are struggling to settle are not put in the same group as familiar staff. This negatively impacts on their wellbeing.

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Achievement Urgent improvement

Children do not consistently make the best possible progress across all areas of learning and development. Some children move quickly between activities and do not sustain engagement for extended periods. Children do not consistently receive enough challenge to deepen their thinking, language and problem-solving skills, and this impacts on their motivation to remain at activities and succeed. Children with barriers to their learning do not have the right targets and strategies in place to begin to bridge the gaps with their peers. Strategies are not implemented to support children with barriers to their learning, and as a result, they are not always able to access all the activities and spend more time flitting between them.

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Behaviour, attitudes and establishing routines Urgent improvement

Leaders do not consistently establish and embed clear expectations for behaviour and routines across the setting. Children frequently move quickly between activities indoors and lose interest in the activities that are available to them. Expectations are not consistently understood or followed by children. Staff do not consistently reinforce expectations and support children's positive behaviour. Approaches to supporting routines and transitions are not applied consistently across the setting. Children with special educational needs and/or disabilities do not have strategies in place to support them with transitions or develop an understanding of the setting's routines and expectations.

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Behaviour, attitudes and establishing routines Urgent improvement

The provider has a positive key-person approach, and children have a secure relationship with their key person. However, this is not embedded across the setting, and leaders do not deploy staff adequately to ensure children get time with their key person. As a result, their needs are not always met. For example, children with barriers to their learning are unable to focus at activities or fulfil their potential, as staff at the setting do not have the knowledge to meet their development needs.

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Behaviour, attitudes and establishing routines Urgent improvement

In the weekly forest school sessions, staff embed rules and take time to ensure children know and understand the risks in the area. Children do not demonstrate unwanted behaviour in the outside space, as staff allow them time and freedom to explore. Staff give children consistent praise and encouragement, which builds confidence and self-esteem. Children have a positive attitude to learning while outside, and they engage in activities with staff well. Attendance is monitored, and the setting works with parents to ensure they understand the importance of attending the setting regularly.

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Children's welfare and wellbeing Urgent improvement

Children's welfare and wellbeing are not consistently met by the staff team at the setting. Leaders do not make the right decisions to support children's emotional wellbeing, including leaving unsettled children with unfamiliar adults. Staff do not use consistent approaches to support children's understanding of what is expected of them. As a result, children are not always guided to make the right choices, which impacts on their behaviour.

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Children's welfare and wellbeing Urgent improvement

Transitions between different parts of the setting day are chaotic, as staff do not have knowledge of how to support children with barriers to their learning. As a result, they spend time managing behaviour. Although staff prompt children to wash their hands, they do not always help children to understand the purpose, such as reducing the spread of germs. Staff do not make effective use of mealtimes to support children's understanding of healthy eating or why nutritious food choices are important. As a result, opportunities to promote children's understanding of healthy lifestyles through daily routines are not fully developed. Ineffective staff deployment means that children have opportunities to walk around the setting with food in their mouths, and this is not recognised by staff. This increases children's risk of choking.

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Children's welfare and wellbeing Urgent improvement

Children are generally happy at the setting. When all staff are available, children settle quickly into their day. Relationships between children and their key person are secure, and when they can spend time together, their strong bonds are evident. Children are beginning to build relationships with their peers and enjoy accessing new experiences together in the forest school.

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Curriculum and teaching Urgent improvement

Although leaders' intentions for the curriculum are clear and appropriate, not all children receive the same opportunities as their peers to access a broad and ambitious curriculum. This leads to children's experiences being variable. Staff do not consistently adapt activities to promote the learning and development of all children. For example, snack time takes precedence over some children's needs, and as a result, some children wonder aimlessly, and this impacts on their behaviour. This does not promote children's emotional wellbeing.

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Curriculum and teaching Urgent improvement

Staff do not have adequate knowledge of the setting's curriculum. Due to staffing changes, some staff who work directly with children do not have secure knowledge of children's next steps and how to support them at activities. This includes children with barriers to their learning and those who need to be challenged further. Teaching is not always well planned or appropriately matched to children's stages of development, which impacts on the progress they make. For example, staff talk of generic next steps for all children when setting up activities rather than building on what children individually already know and can do.

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Curriculum and teaching Urgent improvement

Children learn about the world around them in their weekly planned outside sessions. Children flourish in these sessions, and the staff leading them prioritise children's interests and use them to build on what children already know and can do. Forest school sessions are inclusive for those children with barriers to their learning.

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Inclusion Urgent improvement

Leaders and staff do not swiftly identify children who face barriers to learning, including those with special educational needs and/or disabilities (SEND). They do not have sufficient oversight of the impact of the curriculum for all children. For example, adaptations and strategies have not been put into place to ensure all children make progress in their learning and development. Furthermore, leaders do not always ensure that staff deployment is arranged to meet the needs of all children. This means that, at times, the support for children with SEND and those that face other barriers to learning and/or wellbeing does not adequately meet their needs and impacts the other children's learning.

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Inclusion Urgent improvement

Leaders have not ensured that all staff know children well enough. For instance, not all staff are aware of which children receive targeted support, nor do they know how to support them. Consequently, staff do not consistently adapt their teaching or interactions to meet children's individual needs. For example, when children seek water play for regulation, they are told they need to go in the garden, but this is not communicated to other staff, and children are stopped from completing this, which impacts on their behaviour. This limits the support children receive and undermines leaders' inclusive intentions. Leaders have only just begun the processes of implementing strategies and targeted plans to support children, but the impact of this is not yet seen.

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Inclusion Urgent improvement

Leaders understand how to use additional funding to support disadvantaged children. For example, they would use funds to purchase resources to provide tailored support for children.

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Leadership and governance Urgent improvement

The provider is not open to conversations regarding the setting's challenges, and this raises concerns about the provider's integrity and openness.

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Leadership and governance Urgent improvement

The provider does not demonstrate a clear knowledge and understanding of their roles and responsibilities, and they do not have sufficient oversight across the setting. There are breaches of statutory safeguarding and welfare requirements, and these have a negative impact on all children. The provider has recognised some concerns but has not taken action quick enough to minimise the impact of staffing changes on children.

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Leadership and governance Urgent improvement

The provider's decision-making does not always prioritise children's needs or wellbeing, especially for unsettled children and those children with special educational needs and/or disabilities or who face other barriers to learning. For example, they do not identify the impact of their decisions in how they organise staffing. The provider has not ensured that all staff consistently identify or respond to children's needs, such as when children become upset or disengaged in their learning.

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Leadership and governance Urgent improvement

The provider has not taken time to ensure staff who work at the setting, both full time and as additional support, understand their roles in providing high-quality teaching experiences for all. Staff are not aware of how to support children with managing their behaviour. This impacts on the progress children make during their time at the setting.

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Compulsory Childcare Register requirements

This setting has not 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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What it's like to be a child at this setting

Children's safety is not assured. Leaders do not follow the correct procedures for informing Ofsted of allegations against staff. Leaders do not recognise that failure to follow their policies and procedures does not ensure the safe and effective management of the setting and compromises children's welfare.

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

Not all children receive teaching that supports them to achieve and thrive. Recent staff changes have an impact on the quality of interactions and delivery of the curriculum. Children do not learn and develop, as staff do not have the right knowledge and children are not supported appropriately with consistently high-quality teaching. Leaders have plans in place to make improvements, but these have not been delivered in a timely way. Children develop basic mathematical knowledge. For example, younger children hear number language and older children are supported to count.

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

Children are unable to build on what they know and can do. At times, rooms are noisy and chaotic, as children do not understand what is expected of them. This weakens the learning experiences further, especially for children with barriers to their learning. Children do not always behave well, as staff do not use effective strategies to provide consistency for children. Strategies for children with special educational needs and/or disabilities are not in place, and this impacts on their ability to respond to and understand instructions. This impacts on the whole group, and children are unable to engage in their learning.

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

Children typically demonstrate feeling settled, and they enjoy attending the setting. They form positive relationships with staff. Although there is a positive key-person approach, this is sometimes impacted by poor staff deployment. This has a negative impact on children.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following actions by the assigned date:

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Action Completion Date

ensure arrangements are in place to support children with special educational needs and/or disabilities in all areas of their learning and development 24/07/2026

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Action Completion Date

improve practitioner knowledge of and expertise in how to support children in all areas of their learning 24/07/2026

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Action Completion Date

ensure staff deployment meets the needs of all the children at the setting 24/07/2026

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Action Completion Date

implement a robust key-person approach to support children's overall wellbeing at the setting 24/07/2026

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Address:

Saint Nicholas Church Hall School Lane Ingrave Brentwood CM13 3RB

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Address:

Type: Childcare on non-domestic premises

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Action Completion Date

embed consistent approaches for all children to manage behaviour and ensure all children understand the expectations of them 24/07/2026

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Action Completion Date

ensure the setting safeguarding policies and procedures are followed accurately and in a timely manner 24/07/2026

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Action Completion Date

ensure staff are aware of the setting curriculum and are able to help children build on what they already know and can do 24/07/2026

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Action Completion Date

ensure staff are deployed effectively to ensure children are seated and safe when eating to minimise risk 24/07/2026

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About this inspection

The inspector spoke with the provider, parents, staff and children 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. Registration date: 08/09/2019

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About this inspection

Registered person: The Tree House Premier Child Care Limited

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:30 - 15:30

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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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