Willow Tree Nursery

Inspection of Pearls Poppets Unit 19-21, Brookfield Business Park, Clay Lane, York Road, Shiptonthorpe, York YO43 3PU

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Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Not applicable

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The provision requires improvement

Children enjoy warm relationships with staff. Babies sit with a member of staff to listen to a story as they settle into the day. Staff are calm and caring towards children. They notice when children need extra comfort and provide reassurance. This supports children to feel safe and settled. Children generally behave well. When a conflict arises, staff ensure children are safe. However, staff do not always help children to identify their emotions. As a result, children do not learn the skills to manage their own feelings and behaviours effectively.

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The provision requires improvement

Leaders have designed a curriculum that helps them to think about what they want children to learn throughout the setting. However, this is not yet followed consistently. Not all staff are confident about what children know and can do. Staff are not always working with their key children. Therefore, they often find it difficult to build on children's individual learning. When staff know children well, they plan experiences based on their interests. For example, older children engage in freeing the dinosaurs from their trap. They develop their physical skills as they use the scissors to cut the dinosaurs free.

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need to do better?

n Leaders have high expectations of what they want children to achieve in the setting. However, this is not yet embedded in practice. Staff are not always aware of children's development across the seven areas of learning. Therefore, not all children benefit from meaningful learning experiences to help them to develop to the next stage. As a result, not all children make the best possible progress in their learning. n The key-person system in the setting is not fully effective. Staffing arrangements mean children do not always get to spend time with their key person. Therefore, staff do not consistently plan for children's individual learning needs. Parents comment that they are not sure who their child's key person is. They are not always informed about their child's learning at nursery to help them develop this further at home. n Children learn about the natural world as they explore the outdoor area. They

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need to do better?

find acorns excitedly. Staff develop children's early mathematical skills as they ask them to find one more. Children excitedly exclaim, 'One more', as they hurry to find another acorn. Children show a sense of achievement when they gather the final acorn. n Children know and understand the routines at the setting. They develop their independence at mealtimes. For example, older children help each other to pour the water. Staff encourage them to self-serve their meal as they use the serving spoons to get the spaghetti. This helps children to prepare for the transition to school.

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need to do better?

30 July 2024 n Children develop a love of stories and songs. They choose to look at books as they play. Older children remember 'The Very Hungry Caterpillar' story. They develop their language skills as they talk about the different foods the hungry caterpillar eats in the story. n Staff provide sensitive support for children as they play. If children display challenging behaviours, staff make sure they are safe. However, they do not always take the time to explain to children how the behaviour might make themselves or others feel. This does not consistently support children's developing personal, social and emotional skills. n Staff encourage children to develop their self-care skills. For example, children wash their hands before mealtimes. However, hygiene practices are not consistently followed throughout the setting. For example, when younger children engage in sensory play, they share spoons and put them in their mouth.

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need to do better?

Staff do not quickly recognise or respond to this. This does not consistently promote children's good health. n The setting has been through a period of change. Leaders are working closely with the team to identify areas of improvement in the setting and putting targeted plans in place. Staff are aware of their individual training needs. They comment that they feel well supported in the setting. As a result, the staff team works well together.

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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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Due date

ensure the staff team understands children's individual needs, interests and stage of development to plan challenging experiences that build on what they already know and can do 16/12/2024

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Due date

ensure a child's identified key person works more closely with them and their family to ensure a child's care and learning are tailored to their individual needs 25/10/2024

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Due date

30 July 2024 implement effective hygiene practices throughout the setting that promote the good health of children. 02/09/2024

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should:

n build on opportunities for all children to identify and talk about their feelings to help them in managing and understanding their emotions.

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Setting details

Unique reference number 2770552 Local authority East Riding of Yorkshire Inspection number 10354617 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care

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inspection

Total number of places 56 Number of children on roll 88 Name of registered person Sellers group LTD

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reference number

Telephone number 01430 803004 Date of previous inspection Not applicable

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Information about this early years setting

Pearls Poppets registered in December 2023. The nursery employs 17 members of childcare staff. Of these, 14 hold appropriate early years qualifications, including one at level 6. The nursery is open from 7.15 am to 6.15 pm, Monday to Friday, all year round except for a week at Christmas and bank holidays. The setting 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 provider 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 provider. n The inspector viewed the provision and discussed the safety and suitability of the premises. n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want their children to learn. n Children spoke to/communicated with the inspector during the inspection. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The special educational needs coordinator spoke to the inspector about how they support children with special educational needs and/or disabilities. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning.

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Inspection activities

n The inspector carried out a joint observation of a small-group activity with the inspector. n Parents shared their views on the setting with the inspector. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the nursery.

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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

30 July 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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