URN 2577494 · Inspected 2026-07-21 · Published 2026-09-11 · Inspector: Immy Gunputh
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 Inspection report: 21 July 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. Strong standard 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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 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. 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. 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. Leaders promote the importance of good attendance and punctuality, and work with families to support regular attendance. 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. 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. 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. 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. 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. 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. Children demonstrate a firm sense of belonging, particularly those whose families work away. Partnerships with parents consistently support this well. For example, parents share Inspector: Immy Gunputh About this setting Unique reference number (URN): 2577494 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. 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. 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. Next steps Leaders should strengthen staff understanding and implementation of behaviour management strategies during larger adult-led activities to ensure a consistent approach. 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. 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 Registration date: 30/01/2020 Registered person: TNB Garrison Early Years and Play Committee Register(s): EYR Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 18:00,Friday : 08:00 - 17:00 Local authority: Wiltshire Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 21 July 2026 Children numbers Age range of children at the time of inspection 1 to 4 Total number of places 60 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. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk. You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk. This publication is available at https://reports.ofsted.gov.uk. Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn. 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