Ash Tree Day Nursery

Inspection of Ash Tree Day Nursery Ash Tree Day Nursery, Dee Point Centre, Blacon Point Road, Blacon, Chester, Cheshire CH1 5NF

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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

Staff build strong and supportive attachments with all children and their families. Parents appreciate the respectful relationships that managers have created. These relationships help children to bond quickly with staff. Children are happy and secure. They are motivated and willing to learn new skills. Staff use children's interests to plan activities that immerse children in meaningful learning. All children, including those with special educational needs and/or disabilities (SEND), make good progress. The curriculum builds on the knowledge and skills that children already have and what they need to learn next. Children gain an abundance of skills they will need to thrive in the next stage of their learning.

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The provision is good

Children are confident and hold meaningful conversations with their friends and adults. They happily approach adults and involve them in their play. Babies are curious and inquisitive. They delight as staff engage them in a singing activity. They eagerly take turns, showing their early knowledge of the back-and-forth nature of interactions. Children clearly understand the expectations staff have of them. They happily follow instructions and quickly respond to requests. Staff are extremely supportive. They give children an abundance of praise for positive behaviour. Children who occasionally struggle to regulate their emotions receive a nurturing and caring approach. This creates a calm and respectful atmosphere across the nursery.

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need to do better?

n Leadership is strong. Managers ensure that a consistent approach to self- reflection and evaluation is embedded throughout the setting. Staff strive to provide the best possible standards in care and education as they implement the setting motto of 'more, better and different' for children and their families. Collaboration between the team puts the needs of children first in every decision. The arrangements for professional development are focused and centred around benefiting children. This approach ensures that staff are skilled and knowledgeable, which helps all children thrive. n Managers and staff are committed to removing barriers that families face in accessing education and care for their children. They adopt a flexible approach to support families. Staff complete thorough assessments of children's development. Children who need extra support and those with SEND get rapid and targeted help. Managers create robust links with external professionals.

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need to do better?

Staff work closely with parents and carers. They swiftly put interventions in place to ensure all children enjoy their time at the setting and make the progress they are capable of. n Overall, staff deployment is effective. Staff engage with children as they play and extend their learning. However, there are times that staff do not fully

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need to do better?

9 May 2025 support all children. This is because, on occasion, staff are busy with routine activities, such as nappy changing and settling babies who are struggling. When this happens, there are babies that are not engaged in meaningful learning activities. This results in an unsettled learning environment. n All children enjoy freshly prepared nutritious meals throughout the day. The on- site cook is familiar with individual dietary needs. Overall, staff use mealtimes to promote children's independence. Children eagerly tidy away toys and wash their hands before eating. However, the organisation of mealtime routines for some groups of children is not organised effectively. Some older children wait for a considerable time for their food. At these times, children become bored and engage in loud conversations. This contributes to an overwhelming mealtime for some. n The curriculum for physical development is strong. Children develop their

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need to do better?

strength as they climb trees, climb up ladders and balance on tyres in the outdoor area. Staff have developed an indoor movement area for two-year-old children. They provide opportunities for children to bounce on large balls and jump on and off steps to exercise. The area gives children the opportunity to regulate their emotions and develop their physical skills, coordination and dexterity. This approach helps to prepare children for future learning as they begin to understand their own bodies. n Children learn to become independent and to manage their own self-care needs. They learn that they should apply sun cream to protect their skin in the sun. Staff teach children about hygiene routines and about healthy eating. They form healthy habits and learn skills for life.

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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 deploy staff effectively and ensure they are clear in what their roles are to best support the needs of all children n support staff to organise daily routines that support children's learning experiences effectively.

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Setting details

Unique reference number EY545317 Local authority Cheshire West and Chester Inspection number 10218128 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 97 Number of children on roll 79 Name of registered person Chestnut House Nursery Ltd

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reference number

Telephone number 01244 383 200 Date of previous inspection 23 May 2019

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Information about this early years setting

Ash Tree Day Nursery was registered in 2017. The nursery employs 20 members of childcare staff. Of these, 18 hold appropriate early years qualifications at level 2 or 3. The nursery opens from Monday to Friday, all year round. Sessions are from 7.30am until 6pm. The nursery provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The manager and inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n Staff and children spoke with the inspector during the inspection. n The inspector observed the interactions between staff and children. n The manager and the inspector carried out a joint observation of an activity. 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 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

9 May 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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