Tree Tots Day Nursery

Tree Tots Day Nursery

Unique reference number (URN): 2577494 Address: Tree Tots Day Nursery, Salisbury Road, Tidworth, SP9 7XP Type: Childcare on non-domestic premises Registered with Ofsted: 30/01/2020 Registers: EYR Registered person: TNB Garrison Early Years and Play Committee

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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 Strong standard

All children, including those who face barriers to learning or wellbeing, make consistent progress from their starting points. Children confidently engage in new experiences and are supported by staff to feel safe, secure and ready to learn. For example, children settle quickly on arrival and enthusiastically join activities that are carefully matched to their interests, age and stage of development.

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Achievement Strong standard

Children demonstrate independence from an early age and remain highly engaged in their learning. Children are confident communicators who readily share their ideas and take pride in their achievements. They actively contribute to their learning inspired by familiar books, such as imaginative treasure hunts and journeys to Australia. Children also recall and build on previous learning, demonstrating that key knowledge is securely embedded.

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Achievement Strong standard

Children show resilience when faced with challenges and take pride in their accomplishments. For example, they persevere when completing puzzles and proudly announce, 'I can do it!' when they succeed.

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Achievement Strong standard

Children are also well prepared for the next stages of their education. Effective support is in place to help them manage significant transitions that may affect their development and wellbeing.

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Children's welfare and wellbeing Strong standard

Leaders and staff consistently place children's welfare and wellbeing at the heart of the setting. They have a secure understanding of each child and their family's circumstances, enabling them to provide effective support when needed. For example, they quickly identify when children require additional support to feel secure and settle into the setting. Parents value the support provided by leaders and staff to help their children make progress.

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Children's welfare and wellbeing Strong standard

Children are consistently encouraged to develop their independence and self-care skills through daily routines. For example, children serve their own healthy snacks, nutritious lunch and pour their drinks. Staff use these opportunities effectively, to talk with children about the importance of rest, healthy eating and refuelling their bodies to support their development and learning.

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Children's welfare and wellbeing Strong standard

Leaders have established an effective key-person system. Staff consistently interact with children in a warm, caring and nurturing way, supporting children to develop secure attachments. Babies' individual routines are carefully followed, and staff sensitively support them during sleep and bottle-feeding times. Staff work closely with parents to understand and follow babies' established feeding and sleeping patterns. Parents value the support and guidance staff provide, including advice on weaning and signposting to relevant external services when required.

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Children's welfare and wellbeing Strong standard

Hygiene practices are appropriate to children's ages and stages of development. Staff consistently support children to develop their independence and understanding of the importance of personal care and good hygiene. For example, they encourage children to wash their hands after wiping their noses, helping them to understand how germs spread and how they can help keep themselves healthy.

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Curriculum and teaching Strong standard

Leaders have high aspirations for all children and deliver an ambitious, well-sequenced curriculum that supports their development across the 7 areas of learning. The curriculum is implemented effectively, enabling children to build progressively on their knowledge, skills and understanding over time. For example, children's interest in mark-making, and the safe use of scissors, is skilfully extended to develop their understanding of patterns, number recognition and early writing skills.

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Curriculum and teaching Strong standard

Leaders have supported staff to understand the curriculum intent and how learning builds over time. This is particularly helpful for less-experienced staff. Staff effectively use this knowledge to plan activities that reflect children's needs, interests and next steps in learning. For example, staff use the sand area to encourage children to play alongside their peers. As children engage in play, staff introduce new vocabulary and model language. This helps to develop children's communication skills and social confidence.

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Curriculum and teaching Strong standard

Communication and language are at the heart of the curriculum. Staff confidently engage children in meaningful, high-quality interactions and use every opportunity to extend their language and thinking. Conversations are purposeful and engaging, creating a language- rich environment that consistently supports children's learning and development. Staff also promote a love of books, stories, songs and rhymes, while consistently introducing and reinforcing a broad range of vocabulary to enhance children's communication skills. For example, babies confidently select their favourite books and actively encourage staff to read them together.

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Curriculum and teaching Strong standard

Mathematics is woven into staff's everyday practice. In the baby room, children participate in activities such as 'What's in the Box?' where staff introduce number concepts. Toddlers spontaneously count candles on sand birthday cakes, while pre-school children discuss measurement and compare the size of their creations. These experiences help children develop mathematical understanding in meaningful ways.

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Inclusion Strong standard

Leaders consistently promote an inclusive environment where children are supported to participate fully in all aspects of nursery life. They work closely with families to develop a clear understanding of children's strengths, interests and any barriers to learning or wellbeing, enabling staff to adapt their practice to meet individual needs.

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Inclusion Strong standard

Leaders and staff are proactive in identifying and addressing potential barriers at the earliest opportunity, and recognise when families may benefit from additional support. For example, children whose family members work away from home are offered additional settling-in sessions, helping them build secure relationships and transition into the nursery at a pace that meets their emotional needs. This thoughtful and responsive approach has a positive impact on children's wellbeing, inclusion and progress.

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Expected standard

Leaders have effective systems in place to identify, assess and review children's needs. Staff trained to work with children with special educational needs and/or disabilities (SEND) have a secure understanding of the children requiring additional support and work collaboratively with parents and external professionals to ensure a coordinated approach. As a result, children with SEND receive support that reflects their individual needs, participate confidently alongside their peers and make progress from their starting points.

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Expected standard

Staff use a range of effective strategies to help children access learning successfully. Visual prompts, calming resources and communication aids are embedded throughout the nursery and support children to understand routines, manage transitions and develop increasing independence. These approaches help children feel secure, engaged and well supported in their learning.

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Behaviour, attitudes and establishing routines Expected standard

Children generally behave well and demonstrate positive attitudes towards their learning and play. They understand the expectations for behaviour, and staff generally provide support to help children take turns, manage their feelings and develop self-regulation. However, during some larger adult-led learning experiences, staff do not consistently reinforce their expectations for children's behaviour or use timely interactions to sustain children's engagement. This causes some children to lose focus and not understand the expectations. As a result, children's sustained attention and participation are not consistently promoted across adult-led experiences.

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Behaviour, attitudes and establishing routines Expected standard

Leaders establish clear routines that support children's wellbeing and sense of security. For example, staff follow the same routines for 'tidy up time' throughout the setting, which supports children's transition into different rooms and develops respect for their environment

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Behaviour, attitudes and establishing routines Expected standard

Staff support children to develop positive relationships with their peers through guidance and encouragement. For example, in the baby room, children spontaneously check on a peer who has fallen over and offer a comforting cuddle. This reflects children's growing empathy and understanding of the feelings of others.

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Behaviour, attitudes and establishing routines Expected standard

Staff encourage kindness and respect which supports children to develop positive relationships with others. As a result, children demonstrate good manners and use them appropriately during daily routines. For example, while outside, children politely ask, 'Please may I have some water?' before pouring their own drink.

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Behaviour, attitudes and establishing routines Expected standard

Care practices in the baby room are warm, nurturing and responsive to meet children's individual needs. For example, nappy-changing routines facilitate one-to-one interactions, including familiar rhymes which support children's emotional wellbeing. These experiences help children to develop positive attachments and feel valued and respected.

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Behaviour, attitudes and establishing routines Expected standard

Leaders promote the importance of good attendance and punctuality, and work with families to support regular attendance.

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Leadership and governance Expected standard

Leaders have a clear understanding of the setting's context, including its strengths and the areas they wish to develop further. They are committed to maintaining the quality of provision and have identified appropriate priorities for improvement. However, leaders have not ensured that all staff consistently implement effective behaviour-management strategies during larger adult-led activities. As a result, some children lose focus on the intended learning, leading to inconsistencies in staff practice and reduced opportunities for all children to remain fully engaged.

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Leadership and governance Expected standard

Staff speak highly of the management team and describe leaders as approachable, supportive and responsive. Leaders typically consider the workload and wellbeing of staff and take appropriate steps to ensure expectations remain manageable.

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Leadership and governance Expected standard

Parents report positively about the setting's partnership with them. Leaders place importance on ensuring families, including those who work away from home, feel included within the setting community. They host regular "Coffee and Chat" sessions, providing parents with opportunities to share feedback, discuss their children's development and engage with the setting. Leaders typically vary the days and times of these events, to maximise accessibility and ensure that as many parents as possible can attend.

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

Children are happy, well cared for and develop secure relationships with staff in this nurturing and welcoming environment. They arrive eager to attend, separating from their parents with confidence and independence. Babies confidently seek reassurance and comfort from familiar adults, demonstrating that they feel safe and emotionally secure.

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

Children enjoy their learning and engage enthusiastically in a broad range of stimulating experiences. They are encouraged to make choices, follow their interests and take an active role in their play. As a result, children are motivated and confident learners.

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

Children develop positive social skills and benefit from warm interactions with their peers and with staff. Mealtimes are sociable occasions where children enjoy conversations and practise their independence, such as using cutlery and pouring their own drinks. These experiences help children to build confidence and self-esteem.

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

Children demonstrate a firm sense of belonging, particularly those whose families work away. Partnerships with parents consistently support this well. For example, parents share

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Address:

Tree Tots Day Nursery Salisbury Road Tidworth SP9 7XP photographs and experiences from home, which key persons then use to create meaningful links between children's home lives and their experiences in the setting. This helps children feel valued and recognised as individuals.

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Address:

In the toddler room, children persevere in making their own boats out of natural resources. Children are focused and encouraged to problem-solve when activities become challenging. Children confidently share ideas, negotiate with their peers and demonstrate creativity.

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Address:

Children's uniqueness is celebrated and respected. Staff listen to children's views and incorporate their interests into the experiences staff provide. For example, children are involved in making decisions about their pre-school graduation, ensuring that the event reflects their ideas. This helps children feel that their opinions matter.

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Next steps

Leaders should strengthen staff understanding and implementation of behaviour management strategies during larger adult-led activities to ensure a consistent approach.

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About this inspection

The inspector spoke with the nominated individual, leaders, the special educational needs coordinator, the designated safeguarding lead, staff, parents 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 provisions 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. Type: Childcare on non-domestic premises

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About this inspection

Registered person: TNB Garrison Early Years and Play Committee

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 18:00,Friday : 08:00 - 17:00

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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

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