Cherry Tree Day Nursery

Cherry Tree Day Nursery 7 Lodge Road, Yate, Bristol, BS37 7LE

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Inspection date

Previous inspection date 20/12/2012 07/10/2008

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early years provision

This inspection: 2 Previous inspection: 3 How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 Staff establish very positive relationships with the children, and so children feel secure and valued.  Staff interact skilfully with children to engage and motivate them and use their interests to extend their learning.  There are effective systems for observation, assessment and planning and to track children's progress.

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It is not yet outstanding because

 Children in the pre-school and toddler rooms are not always able to access independently resources to develop their play.  The organisation of lunchtime routines means older children sometimes get restless whilst waiting for younger children to finish eating their first course.

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Information about this inspection

Inspections of registered early years provision are scheduled:  at least once in every inspection cycle. The current cycle ends on 31 July 2016  more frequently where Ofsted identifies a need to do so, for example where provision was previously judged as inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage; or where assessment of the provision identifies a need for early inspection  prioritised for inspection where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector observed children in activities in each of the rooms and outdoors, and during lunchtime.

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Inspection activities

 The inspector looked at a sample of documentation including policies, record keeping, learning profiles, assessment records and planning documentation.

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Inspection activities

 The inspector held meetings with the managers and talked with some members of staff.  The inspector conducted a joint observation with one of the managers.

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Information about the setting

Cherry Tree Day Nursery opened in 1995 and operates from a converted detached house in Yate, South Gloucestershire. Children's accommodation is on two floors. All children share access to a secure enclosed outdoor play area. The nursery is registered for children on the Early Years Register and on the compulsory and voluntary parts of the Childcare Register. The nursery is open each weekday from 8am to 6pm for 51 weeks of the year. There are currently 55 children in the early years age range on roll. Children come from the local area. The nursery supports children with learning difficulties and/or disabilities and children who speak English as an additional language. The nursery receives funding for free early education for children aged three and four. The nursery employs 11 members of staff, all of whom are qualified at level 3 or above. Of these, one holds Early Years Professional Status, two have an early childhood qualification at level 6 and one

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To further improve the quality of the early years provision the provider should:

 review systems to further provide opportunities for children to independently choose play in line with their changing interests and priorities.

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To further improve the quality of the early years provision the provider should:

 review the flexibility of routines, such as lunch time so that older children do not have to wait unnecessarily for younger children to finish.

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who attend

Children make good progress at Cherry Trees Nursery. Staff have a good understanding of how children learn and develop and children are active and confident learners. Staff make effective observations about what children can do and what interests them and use this to identify and plan a suitably challenging learning environment. Effective assessment and planning systems are used well by staff to plan a broad educational programme, which allows children to make choices about their play indoors and outdoors, and prepares them well for school. Staff organise the environment and resources well to meet the needs and interests of the children.

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who attend

Babies benefit from attractively organised and well-resourced baby rooms. Staff provide safe and clear spaces and accessible resources for babies as they start to roll, crawl and learn to walk. Staff talk with babies about what they are doing and closely observe what catches their interests and use this information as they interact skilfully to sustain their play and exploration and extend their learning.

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who attend

Toddlers start to learn about technology and science as they explore the light beams from torches. They set themselves challenges as they develop their confidence completing simple jigsaw puzzles. Toddlers are motivated by praise from staff, which helps them to understand what they have done well. They learn about sharing and waiting patiently for their turn during enjoyable small group activities and games. Staff communicate very clearly and effectively with children in ways that are appropriate to their development stage. They use questions effectively to help children clarify their thinking and to make connections in their learning.

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who attend

Older children learn to play cooperatively as they play cafes and build tunnels for their cars to go through with large construction blocks. Staff make effective judgements about when and how to intervene to extend their learning. They participate in children's play and help them to think about new resources they could introduce to extend their role play. For example, pens and paper to write orders and real and pretend money. Staff engage older children in rich verbal interactions which promote understanding the world, creativity and thinking critically. Children learn about how writing works through meaningful play opportunities and as staff read and talk about stories with them. They start to make links between letters and sounds in their name and on the labels on resource boxes. Children build up their phonics knowledge as they look for items starting with 'letter of the week'. Children develop mathematical language and concepts. For example, they build with

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who attend

construction sets and rail tracks, use a number line to recognise numbers and learn to count. They develop confidence in their language skills as they listen and contribute to circle time discussions.

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who attend

Whilst staff in the preschool and toddler room are vigilant to children's needs and interests and respond by making resources available for them, children cannot always readily access them without adult support.

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The contribution of the early years provision to the well-being of children

Good systems are in place to help children settle in quickly and children develop strong relationships with their key person and other adults. Staff talk with parents to find out relevant information such as their routines, their needs, their preferences and their interests. Effective settling-in procedures, enable children to gradually build up the time they attend. Where children have English as an additional language, staff find out key words in children's own language and make sure they know how to say these correctly. Staff have good knowledge of how to support children's well-being and so children develop very positive relationships with staff and feel very secure. Staff interact sensitively with children and listen carefully which raises children's self-esteem and confidence. They help babies to develop a sense of security through consistent routines and as they talk with children what they are going to do next.

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The contribution of the early years provision to the well-being of children

Children behave very well. This is because staff implement the comprehensive behaviour management policy consistently. Staff have high expectations of children's behaviour, they provide a stimulating and engaging learning environment which meets children's needs and interests and they know and supervise the children well. For example, they provide timely gentle reminders to children about appropriate behaviours. Staff are very positive role models. They are polite, speaking calmly and actively listening to the children. Staff interact sensitively and effectively with babies and toddlers to help them learn about sharing and turn taking. Older children join in with tidying up without prompting. Children generally respond quickly and eagerly to adult's reminders about expectations of behaviour as staff give timely praise and use a 'Wow' board to share children's achievements with parents. These help children understand their achievements and

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The contribution of the early years provision to the well-being of children

Children start to learn about healthy lifestyles as staff plan opportunities for fun play activities outdoors, such as splashing in puddles and digging, growing and caring for plants. Children enjoy healthy snacks and balanced meals that meet their dietary requirements. Younger children learn about self-care as practitioners prompt them to find tissues when they need to blow their nose. A series of photographs show in the toilet area remind children about the steps they need to follow to wash their hands. Children learn to find their own drinks bottle by looking for the label with their name and photograph. Whilst toddlers and older children are encouraged to eat independently at mealtimes, this does mean that older children start to get restless as they wait for younger children to finish the first course. Staff manage this with suitable reminders to children about quiet voices and children are well-behaved and generally responsive to these requests.

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The contribution of the early years provision to the well-being of children

Effective systems are in place to support children's to get ready for going to school. Staff understand the expectations of school and so structure pre-school sessions appropriately. School uniforms are included in the dressing up clothes so children for use in their imaginative play.

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provision

Management have a clear understanding of their responsibilities under Early Years Foundation Stage statutory framework. Clear policies and procedures are in place and implemented to meet the safeguarding and welfare requirements of the Early Years Foundation Stage.

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provision

Systems for safeguarding children are robust. Recruitment procedures promote the appointment of suitably qualified and experienced staff. All staff and students have relevant checks in place. The managers understand their role and responsibility as designated safeguarding persons. They regularly review the nursery's safeguarding policy and procedures. For example, the use of personal mobile phones is not allowed in the nursery and only the nursery's camera is used for photographs. Safeguarding systems and procedures form a core part of induction for new staff and students. The nursery uses an approved online safeguarding training programme so that staff have the relevant knowledge and skills. Consequently, staff and students have a good understanding of how to keep children safe, and know the procedures to follow if they have concerns. Risk assessment and daily safety checks are in place and promote a safe environment.

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provision

Effective systems are in place to monitor planning and assessment and ensure that individual children's needs are accurately identified and suitably challenging learning and development opportunities are planned for. Management track children's progress well and systems allow the quick identification of any concerns or trends. Management use staff appraisals and regular observations of staff well monitor the quality of practice and care and identify any training needs.

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provision

There are good processes to review and improve practice, and management structures mean it is well placed to sustain these. The views of parents and children are sought to review practice and inform priorities. Since the last inspection, assessment and planning systems have been strengthened and parents are more fully involved when children start at the nursery and through more regular parents' evenings. Events such as a Fathers' Day Breakfast are held to strengthen partnerships with fathers. Staff and management are committed to providing high quality provision, and have been working towards the Bristol Standard Award. The nursery is due to submit their portfolio in early 2013.

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provision

Parents are kept well informed about setting activity and aspects of Early Years Foundation Stage through parents evenings, regular newsletters, display boards and useful guidance booklets developed for parents to support them when children start at the setting, move to a new group and move on to school. Staff and management work effectively with parents, the local authority and other agencies to support children with additional needs and/or disabilities.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met The requirements for the voluntary part of the Childcare Register are Met

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Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Satisfactory Satisfactory provision is performing less well than expectations in one or more of the key areas. It requires improvement in order to be good. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement. The provision is failing to give children an acceptable standard of early years education and/or is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be inspected again within 12 months of the date of this inspection.

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Grade Judgement Description

Met The provision has no children on roll. The inspection judgement is that the provider continues to meet the requirements for registration. Not Met The provision has no children on roll. The inspection judgement is that the provider does not meet the requirements for registration.

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Inspection

This inspection was carried out by Ofsted 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.

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Setting details

Unique reference number 135969 Local authority South Gloucestershire Inspection number 894033 Type of provision Full-time provision Registration category Childcare - Non-Domestic Age range of children 0 - 8 Total number of places 32 Number of children on roll 55 Name of provider Jeanette Mary Mullen Date of previous inspection 07/10/2008 Telephone number 01454 228665

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Setting details

set out in the guidance ‘raising concerns and making complaints about Ofsted', which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises that are usually their own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children,

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Type of provision

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Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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