URN EY496762 · Inspected 2026-09-08 · Published 2026-10-02 · Inspector: Danie Brown
Treetops Day Nursery Unique reference number (URN): EY496762 Address: The Vic Forster Centre, Franklands Village, HAYWARDS HEATH, West Sussex, RH16 3RS Type: Childcare on non-domestic premises Registered with Ofsted: 13/07/2016 Registers: EYR, CCR Registered person: Enzed Nurseries Limited Inspection report: 8 September 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, including those who face barriers to learning, make steady progress in their learning and development. Children gain the age- and stage-appropriate skills that they need to be prepared well for their next stage of learning, such as the transition to the next room and/or school. Children develop strong independence and physical skills as they grow. Younger children are supported to feed themselves at mealtimes with increasing control using a spoon. They learn to climb steps on the slide independently. Children of pre-school age show they are well prepared for school. They are confident talkers who form supportive friendships with their peers. Children with special educational needs and/or disabilities begin to show increased social confidence and assurance with familiar routines. Children proudly talk about what they know. They take pleasure in sharing their knowledge of number with staff, for example, children talking of their birthday and how old they are. Staff notice these achievements and celebrate them widely. This supports children to develop a positive attitude towards learning. Behaviour, attitudes and establishing routines Expected standard Children develop warm and trusting relationships with the kind and caring staff. Staff work closely with families from the outset to gather detailed information about children's needs, routines and circumstances. For example, parents complete 'All about me' forms on entry to the setting. Settling-in arrangements are tailored to individual children and families, helping them to feel secure and develop a sense of belonging from the start. Staff regularly praise children for their efforts, which supports their self-esteem and self-confidence. Typically, children behave well, and staff act as positive role models. For example, staff model how to take turns while interacting in activities. However, at times, children become disengaged when they have to wait too long for their turn. Staff need to have an identified opportunity to strengthen consistency, especially around children that present challenging behaviours, through clearer guidance and reflective supervision. Daily routines are typically embedded, enabling children to move confidently and independently between different parts of the day. Overall, children make purposeful choices about activities that interest them. Leaders have effective systems in place to closely monitor children's attendance. They understand the importance of attendance and share the positive impacts of attendance with parents. Children's welfare and wellbeing Expected standard Staff are responsive to children's care routines and encourage them to develop independence by using the toilet and washing and drying their hands. Staff supervise children closely during mealtimes to promote safer eating. They work closely with parents and carers to promote healthy eating for those children who bring a packed lunch into the setting. Staff demonstrate a secure understanding of safer sleep practices. They monitor sleeping children regularly and ensure younger children's sleeping positions remain safe. All this information is shared with parents through their online app. Leaders and staff work closely with parents and carers to support children's wellbeing. Parents speak highly of the care and support they receive, particularly during periods when additional help is needed. Staff adapt their approaches to meet children's individual needs. For example, they tailor settling-in arrangements, provide children with opportunities to develop independence during daily routines, such as mealtimes, and support children to develop self-care skills appropriate to their stage of development. This helps reduce barriers to children's wellbeing and ensures that all children typically participate fully in nursery life and receive the support they need to develop. Curriculum and teaching Expected standard Leaders understand the quality of teaching and staff's curriculum knowledge within the provision, and there are clear plans in place to develop the quality of teaching further. Overall, staff have a clear understanding of the curriculum aims. For example, a key aim is to develop children's independence as they progress through the setting. Staff generally observe children well to understand what they know and can do. They use this information to plan next steps that support continued progress. Leaders build children's mathematical understanding. Staff typically weave mathematics into daily routines, counting food portions at mealtimes and comparing sizes during sensory play. This means children generally use number language meaningfully. Leaders ensure the curriculum is accessible to all children. Staff generally differentiate activities, so all children take part at a level suited to their development. For children with special educational needs and/or disabilities (SEND), staff adapt their approach without pressuring them to join group activities. They support them through single key words, visual props and access to quiet spaces. As a result, children with SEND join in alongside their friends. Inclusion Expected standard Typically, leaders and staff identify and assess children's individual needs well. They work closely with parents and carers to identify where children may need further support, ensuring parents are kept informed about their child's progress and any additional support that may be required from external agencies. Children with special educational needs and/or disabilities and those who are known to children's social care typically receive targeted support that enables them to make progress and access the curriculum through individual support plans. Leaders regularly review children's progress and update each child's support plan, as well as Education, Health and Care plans, so that they accurately reflect the support children need at the time. Staff typically understand the barriers some children face and adapt teaching to reduce these. For example, they simplify language for children who find communication difficult and provide calm and predictable routines. Staff talk in detail about key children. They understand that some children need regular opportunities to strengthen their speech and language skills. Leaders think thoughtfully and purposefully to ensure additional funding is used to support the needs of individual children, such as purchasing resources to further support their development. Leadership and governance Expected standard Leaders prioritise staff wellbeing and develop positive working relationships with staff to identify when they may need additional support. Staff speak positively about working at the setting and describe leaders as approachable and supportive. Leaders promote staff's wellbeing through regular supervision meetings, an open-door culture, and opportunities for staff to discuss concerns or seek advice. Generally, leaders have a clear understanding of the setting's strengths and priorities for improvement. They evaluate the quality of teaching and identify ways in which practice can be further strengthened. Staff are supported well with their wellbeing and workload and are keen to continue their professional development. New staff at the setting have settled in very well. New staff will complete a probationary period and induction plan, with structured milestones put into place to support with their professional development. This will also help new staff to become confident practitioners. Furthermore, leaders plan to track professional development through supervisions, appraisals and targeted training, for example, safeguarding, paediatric first aid and training in special educational needs and/or disabilities. Although leaders plan to implement a probationary period and induction plan for new staff, as well as supervisions to track professional development, the impact of this is yet to be seen. 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 Inspector: What it's like to be a child at this setting When children arrive at the setting, staff greet them with a warm and friendly nature. Children are happy and settled within the setting. Children play cooperatively together, and staff are developing a more consistent, positive approach to supporting behaviours that challenge. Babies form secure attachments with their key person, who respond sensitively to their individual needs. They regularly seek reassurance from familiar adults and invite staff to join their play. For example, babies become fascinated as they explore the rice in the sensory tray. Younger children confidently navigate and climb the stairs of a small slide indoors. Children develop a strong sense of belonging and feel secure in the environment. Staff regularly recognise children's achievements through verbal praise. Children enjoy a wide range of engaging experiences that build their skills and knowledge. They listen to familiar 'over and over' songs, which supports their communication, vocabulary and early literacy. Leaders engage positively with parents. They share children's learning and progress regularly and maintain a clear overview of attendance. This helps to provide a continued approach to children's learning. Next steps Leaders should strengthen staff practice in managing children's behaviour so that children remain engaged and understand consistently what is expected of them. Leaders should evaluate the impact of mentoring, supervision sessions and any improvements made, so they can build on what is working well and continue progressing towards the highest quality of practice. About this inspection The inspector spoke with leaders, staff, parents and carers 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 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. Danie Brown About this setting Unique reference number (URN): EY496762 Address: The Vic Forster Centre Franklands Village HAYWARDS HEATH West Sussex RH16 3RS Type: Childcare on non-domestic premises Registration date: 13/07/2016 Registered person: Enzed Nurseries Limited Register(s): EYR, CCR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00 Local authority: West Sussex Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 8 September 2026 Children numbers Age range of children at the time of inspection 1 to 4 Total number of places 40 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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