Orchard Trees Childcare

Inspection of Orchard Trees Childcare Orchard Trees Day Nursery, York YO19 6DE

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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 Good

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The provision is good

Relationships are nurtured at this friendly and calm nursery. Time is taken to understand children's individual needs. Babies routines are closely linked to those at home. This helps children to settle into the nursery and promotes their well- being. Staff work closely with families to discover children's interests, so they can plan learning that they know they will enjoy. Children make good progress as they work their way through the well-sequenced curriculum.

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The provision is good

Children feel safe and confident as they excitedly explore the wide range of activities provided. They relish in testing their physical skills and taking calculated risks. For example, children delight in jumping from a height and landing on big cushions and beanbags. They eagerly show visitors how they can jump backwards and make different shapes with their bodies.

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The provision is good

Staff work hard to help children understand their emotions and others' qualities. They discuss freely how they are feeling each day. Children tell staff that they are kind and patient. Manners are encouraged in age-appropriate ways. For instance, children are offered gentle reminders to wait for their friends to finish speaking during group discussions. Children are supported to understand that all voices and opinions are valued.

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need to do better?

n Communication and language is a particular focus at this nursery. Staff weave opportunities for language development throughout the day. New words are introduced. For example, staff explain to children that 'little' is another word for 'small' and a 'ram' is a male sheep. Babies practise simple signing as they ask for 'more' when they want a nursery rhyme repeating. n Staff skilfully include mathematics during everyday activities. Children learn about numbers while they play and explore. For example, adults help to write chalk numbers for the bikes 'parking zones' and use a clock to look at numbers to set the bedtime for the dolls. During group activities, children discuss size and predict how many animals are inside different hoops. This helps them to understand early mathematics in a natural and fun way. n The nursery provides activities that broadens children's knowledge of the world they live in. Children make bird feeders for the wild birds, go for walks in the

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need to do better?

nearby woods and visit the monastery. Toddlers show excitement when they recognise the sound of the tractors on the adjoining farm. Children grow vegetables and herbs in the nursery garden, which are then used in the home- cooked lunches. These hands-on experiences encourage a connection to nature and the local community. n Children practise their independence in numerous ways. They choose what they

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need to do better?

21 January 2025 would like to play with. Older children put on their own shoes and coats, self- serve their own lunch and pour their own drinks. However, these skills are not consistently promoted, particularly at lunchtime. For example, although children have been provided with knives, staff do not always encourage them to use them. This means children's independence is not fully supported in preparation for their eventual transition to school. n There is a good balance of child-led and adult-led activities. Staff successfully engage children in the planned learning and keep them motivated to learn by offering consistent and specific praise. For example, children are praised when recalling that ice is made in the freezer and melts when it gets warm. This helps to boost children's self-esteem. n Children's development is routinely checked. Staff observe children during activities to understand their progress. Parents' opinions on what they want

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need to do better?

children to learn is valued. Staff use this joint approach to plan children's next steps. Parents speak highly of the dedicated staff and the support offered to families. n Staff appreciate that leaders value their knowledge and experience. They appreciate the professional development opportunities they receive. The management team gives staff the independence to plan children's learning, built on knowledge gained from courses. However, on occasion, new understanding is not checked before being introduced. This means that, at times, training attended does not have the desired effect of improving staff's knowledge to further enhance children's learning.

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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 support children further during mealtimes to promote their independence, particularly in the use of cutlery n ensure that all staff benefit from effective supervision sessions so that training is confidently put into practice to further enhance children's learning.

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Setting details

Unique reference number EY540998 Local authority North Yorkshire Inspection number 10376194 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 88 Number of children on roll 44 Name of registered person Orchard Trees Childcare Ltd

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reference number

Telephone number 01904449800 Date of previous inspection 21 May 2019

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Information about this early years setting

Orchard Trees Childcare registered in 2016 and is based in Thorganby near York. The nursery opens from Monday to Friday, all year round, except for bank holidays. Sessions are from 7am until 6.30pm. The nursery employs 11 members of childcare staff. Of whom, four staff hold appropriate early years qualifications at level 5, including the provider. A further six hold early years qualifications at level 3. The nursey offers government funded places for childcare and receives additional funding for disadvantaged children.

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Inspection activities

n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want children to learn. n Children spoke 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 inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector observed the interactions between staff and children. n The manager and the inspector carried out joint observations during group activities. n The inspector spoke to several parents during the inspection and took account of their views. n The manager showed the inspector documentation to demonstrate the suitability of staff.

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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

21 January 2025 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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