Treetops Nursery

Treetops Nursery
Unique reference number (URN): EY379577
Address: Unit 5, Centenary Business Park, Station Road, Henley-on-Thames, Oxfordshire, RG9 1DS
Type: Childcare on non-domestic premises
Registered with Ofsted: 20/07/2008
Registers: EYR, CCR, VCR
Registered person: Countryside Nurseries LLP Partnership
Inspection report: 24 June 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement
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.
How we evaluate safeguarding
When we inspect settings for safeguarding, they can have the following outcomes:
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.

Expected standard
Achievement Expected standard
Children achieve well from their starting points and approach their learning with enthusiasm
and curiosity. They confidently explore the range of resources and experiences available to
them. For example, children work together during water play as they pour, scoop and
experiment with funnels, developing early problem-solving skills, cooperation and
communication. Children build secure relationships with staff, helping them to feel safe,
settled and ready to learn. They develop communication, language and social skills through
conversations, stories, play and interactions with adults and peers.
Children move confidently through rooms within the nursery and are prepared appropriately
for their next stage of education through effective partnerships with families and local
schools. However, opportunities to maximise children's achievement through consistently
high-quality teaching, interactions and reinforcement of mathematical learning are not fully
embedded.
Children, including those who speak English as an additional language and those with
emerging special educational needs and/or disabilities, are supported to access the
curriculum and make progress. Overall, children achieve as staff use their knowledge of
children's individual starting points and typically use assessment information to shape their
next steps in learning. As a result, children develop increasing independence, confidence
and the skills needed for future learning.
Behaviour, attitudes and establishing routines Expected standard
Children benefit from a positive and inclusive environment where expectations for behaviour
and routines are generally well established. Staff support children to understand boundaries
and behavioural expectations through calm and consistent approaches. As a result, children
are typically respectful, follow routines and demonstrate consideration for others. They
develop positive relationships with staff and peers, helping them to feel secure and confident
within the setting.
Children show positive attitudes to learning and engage enthusiastically in a range of
activities. They sustain their interest in play, make choices about their learning and enjoy
working alongside their friends. For example, toddlers listen attentively during group story
sessions, laughing, joining in and responding enthusiastically as staff use expressive
language, actions and sounds to bring stories to life. Staff support children to recognise and
manage their emotions appropriately and help them develop an understanding of feelings
and behaviour.
Leaders promote the importance of regular attendance and maintain suitable systems to
monitor children's attendance patterns and follow up concerns where necessary. Staff
generally consider children's age, stage of development and individual circumstances when
supporting behaviour and routines.

Children's welfare and wellbeing Expected standard
Children's welfare and wellbeing are supported appropriately through caring relationships
and secure daily routines. Staff know children well and generally respond effectively to their
individual care, learning and emotional needs. They work closely with families to gather
information about children's backgrounds, preferences and development, helping children to
feel valued and included within the setting.
Children develop secure attachments with their key persons and other familiar staff. They
seek reassurance, comfort and support when needed and demonstrate confidence to
explore their environment and engage in learning. Staff support children's emotional
wellbeing through warm interactions and by helping them recognise and express their
feelings. Children are encouraged to understand expectations and develop strategies to
manage their emotions and behaviour.
Children benefit from opportunities to develop their physical skills and learn about healthy
lifestyles through active play, experiences in the community and established hygiene
routines. For example, children confidently negotiate climbing equipment, navigate ride-on
toys and participate in gardening activities that promote their physical development.
Staff support children to understand routines that help keep them healthy and safe. Children
enjoy well-prepared meals and snacks and staff promote healthy lifestyles by discussing
nutritious choices and naming fruits and vegetables during mealtimes. Lunchtime routines
are generally organised well, with staff interacting positively with children and encouraging
independence through self-serving.
Curriculum and teaching Expected standard
Leaders have established a broad and inclusive curriculum that is designed to support
children's learning and development. They have considered the knowledge, skills and
experiences they want children to gain and provide a range of opportunities that reflect
children's interests and stages of development. Staff generally understand the curriculum
intent and typically use assessment information appropriately to identify what children know,
can do and need to learn next. More experienced staff demonstrate effective knowledge and
apply the curriculum confidently in their daily practice.
Communication and language development runs throughout the curriculum, and most staff
use meaningful interactions to extend children's learning effectively. Staff typically model
vocabulary clearly and use questions successfully to encourage children to think, respond
and communicate. However, high-quality interactions are not yet consistent across all staff.
In addition, although children encounter mathematical concepts through play, exploration
and routines, staff do not consistently maximise opportunities to explicitly promote
mathematical language, knowledge and understanding as effectively as they could be.
Staff support all children, including those who speak English as an additional language and
those with emerging special educational needs and/or disabilities, to access the curriculum
alongside their peers. Staff work with parents and external professionals where necessary to

adapt support and help children engage in learning. Activities are planned with consideration
of children's individual interests, needs and next steps.
Inclusion Expected standard
Leaders promote an inclusive environment where children are valued as individuals. They
gather information from parents when children start and use this knowledge to help children
feel welcomed, represented and included in the life of the nursery. To promote
independence, staff adapt the environment so that resources remain accessible to all. For
example, they place toys and sensory materials at a low level in the baby room, allowing the
youngest children to make their own choices during play. Staff celebrate children's cultures,
languages and family experiences through everyday practice and curriculum activities,
helping children to develop a sense of belonging.
Generally, leaders ensure staff have suitable support in place to provide targeted
intervention for those children with special educational needs and/or disabilities and children
who are known (or previously known) to children's social care. They work with parents and
relevant professionals to help meet children's emerging needs and access specialist advice
when required.
Staff understand children's next steps in learning and use this information to provide
appropriate support and encouragement. However, leaders have not fully embedded a
rigorous focus on enabling staff to have a precise understanding of children's barriers to
learning, including those who face other challenges in their lives. Consequently,
opportunities to recognise and provide highly targeted support at the earliest opportunity are
not always maximised. Nonetheless, leaders ensure children who require additional help are
included in activities alongside their peers and are supported to participate fully.
Leadership and governance Expected standard
Leaders have established a clear vision that places children's wellbeing and development at
the centre of the provision. They know the nursery and its community well and have
developed positive partnerships with families, external professionals and local organisations
to support children's learning and welfare.
Leaders demonstrate a commitment to continuous improvement and are reflective about the
areas that require further development. However, monitoring and professional development
arrangements are not tailored to staff's specific roles. They then do not build their expertise
and strengthen the quality and consistency of their teaching fully. As a result, early
opportunities to identify indicators that children may face barriers to learning and the
consistency of high-quality practice are not fully embedded.
Leaders provide staff with regular supervision, support and opportunities to discuss practice.
Staff speak positively about leaders and describe them as approachable and supportive.
Staff demonstrate a suitable understanding of safeguarding procedures, including how to
report concerns and use whistleblowing processes when necessary. Effective partnerships
with parents contribute positively to the setting. Parents speak positively of the staff team,

value the support their children receive and feel well informed about their child's care and
learning.
Compulsory Childcare Register requirements
This setting has met the requirements of the compulsory part of the Childcare Register.
How we check if a provider meets the requirements of the Compulsory Childcare
Register
When we check if settings meet the Compulsory Childcare Register requirements, they can
have the following outcomes:
Met
Not met
Voluntary Childcare Register requirements
This setting has met the requirements of the voluntary part of Childcare Register.
How we check if a provider meets the requirements of the Voluntary Childcare
Register
When we check if settings meet the Voluntary Childcare Register requirements, they can
have the following outcomes:
Met
Not met
What it's like to be a child at this setting
Children arrive happily and most separate from their parents with confidence. They are
greeted by familiar staff who know them well and support them to settle quickly into the
routines of the day. Children feel safe, valued and included, and they form warm

relationships with staff and their friends. Babies seek reassurance from trusted adults and
are comforted sensitively when needed, helping them to develop secure attachments.
Children enjoy a range of experiences that encourage them to explore, investigate and learn
through play. Babies delight in sensory activities, such as exploring runny cornflour gloop
and sand, while older children eagerly take part in water play, gardening, imaginative games
and creative activities. Children laugh and giggle together as they splash water and they
listen with enthusiasm to animated stories that capture their imagination and extend their
language skills.
Children develop confidence, independence and social skills. They choose activities for
themselves, play cooperatively with their peers and learn to share resources and take turns.
Children are supported to understand expectations for behaviour and are helped to
recognise and talk about their feelings. As a result, children behave well and show kindness
and consideration towards others.
Children make typical progress in their learning and are developing the skills they need for
their next stage of education. Children are supported well as staff know their interests and
individual needs and use this knowledge to promote their learning and wellbeing. Children
with special educational needs and/or disabilities or barriers to learning receive appropriate
support, including help with communication and emotional regulation, so that they can take
part alongside their peers.
Next steps
Leaders should focus more precisely on teaching and high-quality interactions to support
staff in identifying any indicators that children may face barriers to learning, so that prompt
and highly effective action can be taken where appropriate.
Leaders should provide staff with targeted professional development tailored to their
roles, empowering staff to build expertise and acquire the ongoing skills necessary to help
the specific needs of the children they support.
Leaders should continue to develop the mathematical curriculum to help staff consistently
enhance children's early maths skills.
About this inspection
The inspector spoke with leaders, staff, children, parents, and the designated safeguarding
lead during the 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.

Inspector:
Anneliese Fox-Jones
About this setting
Unique reference number (URN): EY379577
Address:
Unit 5, Centenary Business Park
Station Road
Henley-on-Thames
Oxfordshire
RG9 1DS
Type: Childcare on non-domestic premises
Registration date: 20/07/2008
Registered person: Countryside Nurseries LLP Partnership
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority: Oxfordshire
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 24 June 2026
Children numbers
Age range of children at the time of inspection
1 to 4
Total number of places

75
Our grades explained
Exceptional
Practice is exceptional: of the highest standard nationally. Other settings can learn from it.
Strong standard
The setting reaches a strong standard. Leaders are working above the standard expected of
them.
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.
Needs attention
The expected standards are not met but leaders are likely able to make the necessary
improvements.
Urgent improvement
The setting needs to make urgent improvements to provide the expected standard of
education and/or care.
The Office for Standards in Education, Children's Services and Skills (Ofsted) inspects
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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