The Cherry Tree Pre-School

Inspection of The Cherry Tree Pre- School Religious Society Of Friends Meeting House, 77 Church Crescent, Lower Ground Floor, London N10 3NE

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Outstanding

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The provision is good

Staff warmly welcome children into this nurturing setting. They form good relationships with children. Staff get to know children very well, which helps children to settle with ease. They prepare and plan activities that closely follow children's interests and help to engage them in the learning environment from the moment they arrive. Staff work hard to implement a range of strategies and support for all children, including visual prompts, specialist resources and listening and attention games. They personalise children's experiences and learning to help all children to make good progress.

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The provision is good

Staff support children's language development by engaging them in conversations and listening to what they have to say. Children share their thoughts and feelings and are confident communicators. Staff make children feel safe and secure. This helps children to express themselves freely and go to their key persons for reassurance and help, when needed. Staff help to promote a love of reading and put this at the heart of the curriculum. Children enjoy learning about families through favourite stories. They use story ideas in their play. For instance, staff support them as they use construction resources to build houses for the three little pigs and set up picnics for the bears. The younger children learn songs and benefit from interactive and engaging song times with staff.

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need to do better?

n Children demonstrate good attitudes towards their learning, particularly their focus and concentration. They spend long periods of time at mark-making tables using stencils. Children demonstrate good fine motor skills when threading and using small brushes for outdoor painting activities. They have the freedom to explore a wide variety of resources and select from in the inviting and child- centred environment. Children demonstrate good levels of engagement throughout their time at the setting. n Children benefit from a wonderful outdoor space, where staff plan and consider all areas of learning. Children are very curious as they explore the cosy sensory shed, outdoor kitchen and wide variety of open-ended construction resources. They use their own ideas and enjoy building towers in different ways. Children are motivated to learn, and staff encourage them to keep going. n Children demonstrate good gross motor skills and are very active. For instance,

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need to do better?

they practise their skills during obstacle course races. Children ride scooters, throw bean bags and crawl through tunnels with ease. Children enjoy being outside and make the most of this space. n The relationships children form are a real strength in the setting. Staff are excellent role models for the behaviour they expect. There is a culture of respect, praise and kindness. Children call their friends by their names and

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need to do better?

23 May 2024 welcome them into the setting with hugs. They show pride in each others' achievements, such as they clap when they play a lovely tune and draw a good picture. n Children, including those with special educational needs and/or disabilities (SEND), make good progress and enjoy their time at the setting. Staff work closely with outside professionals to ensure that children get the extra support they need to develop and be ready for the next stage of learning. n Children develop their independence and enjoy doing things for themselves. They find their special place mat and serve their own snack and pour drinks with ease. Children know the routine and listen and follow instructions well. n Parents speak highly of the setting and of the nurturing care and quality of education that staff provide for their children. They have strong relationships with the staff team and are well informed about their children's progress.

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need to do better?

Children settle quickly and enjoy talking with their parents about what they do at the nursery. Parents are particularly pleased with how well children are prepared for the next stage of their education. n Leaders and managers are passionate about the vision and ethos of their setting. They ensure that children's well-being and development, and partnerships with parents and their staff team, are a priority. Leaders and managers reflect on their practice and provide staff with professional development opportunities. n However, leaders and managers do not consistently focus their monitoring on the improvement that training is making. For instance, they do not consistently check that training has an impact on staff's skills and children's progress. For example, some staff are not always clear on the intention for children's learning. They, therefore, do not always extend children's learning fully through their

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n enhance staff's practice to help extend children's learning even further, such as by measuring the impact of training and embedding quality interactions.

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Setting details

Unique reference number EY496447 Local authority Haringey Inspection number 10335524 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care

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inspection

Total number of places 28 Number of children on roll 33 Name of registered person Ks Early Years Education Limited

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reference number

Telephone number 07505232183 Date of previous inspection 19 June 2018

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Information about this early years setting

The Cherry Tree Pre-School registered in 2016 and is located in the London Borough of Haringey. The pre-school employs seven members of childcare staff. Of whom, all hold relevant childcare qualifications at level 2 or above. The pre-school opens from Monday to Friday, during term time. Sessions are from 8.15am to 2.30pm. The pre-school provides funded early education for two-, three- and four- year-old children.

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Inspection activities

n This was the first routine inspection the setting received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the setting. n The inspector spoke to children to find out about their time at the setting. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The special educational needs coordinator spoke to the inspector about how they support children with SEND. n The inspector carried out joint observations of group activities with the manager. n The inspector spoke to several parents during the inspection and took account of their views. n The inspector looked at relevant documentation and reviewed evidence of the

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Inspection activities

suitability of staff working in the setting.

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Inspection activities

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.

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Inspection activities

23 May 2024 regulates and inspects to 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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