Fruit Tree Day Nursery

Inspection of Fruit Tree Day Nursery Clemance Hall, 3 - 15 Brisbane Street, LONDON SE5 7NL

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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 Requires improvement

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The provision is good

Leaders work with the local authority to promote a good level of education for all children. Children have access to an exciting and meaningful curriculum at this setting. Staff at the setting, including leaders, know the children very well and their families. This helps them to plan activities that provide children with appropriate challenges to move them on in their learning.

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The provision is good

Children quickly settle down to playing and exploring and are well supported in their learning and development. They are eager to explore and show positive attitudes towards learning. They are familiar with the staff, the daily routine and the learning environment, showing a sense of belonging and security. Children have access to outdoor learning that is effectively implemented in the daily curriculum. All children, including children with special educational needs and/or disabilities (SEND), receive valuable support, individual encouragement and strategies to help them develop their skills.

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The provision is good

Children are beginning to learn some independence skills as they help to set up and serve themselves at lunchtime. Children show confidence as they make choices about the activities they want to engage in. This supports children to become increasingly independent in their play.

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need to do better?

n Leaders have a clear vision of what it is they want children to learn at the setting. The partnership with parents and the local community is at the centre. Children learn about the diverse community they live in and how to care for the environment. They make their own compost and use it to plant herbs, vegetables and flowers. Children's well-being and healthy lifestyles are supported well. n The indoor and outdoor spaces are inviting and accessible for all children. This promotes children's positive attitudes towards learning. They explore their own interests and deepen their curiosity and engagement with the world around them. Young children enjoy playing outside, choosing resources and sharing them with visitors. When they throw a ball, children eagerly look where it went and try to find it. Children feel safe and secure at the setting and develop social skills such as sharing. n Staff ensure that children with SEND are well supported. They encourage all

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need to do better?

children to take part in activities that engage them and help them to make progress. Staff monitor children's development and complete the progress check for children aged two years. They are proactive in seeking advice and support from other professionals. This ensures that next steps for learning are carefully sequenced and helps all children to achieve the best outcomes.

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need to do better?

29 April 2025 n Children generally follow instructions and are familiar with the daily routines. For example, they know what is expected of them when walking down the stairs very calmly and carefully. However, there are some moments in the day when transitions between one activity and another are not planned well enough. For example, when toddlers get ready for lunch, some children are less engaged, and the room becomes a little chaotic. n Overall, leaders work with the staff team to put strategies in place to support all children with their communication skills. Staff talk and sing to the youngest children when completing routine tasks. However, some staff are not as skilful in extending their interactions with children to support their communication and language skills further. n Parents say that leaders and staff are supportive and work in partnership with them. This has a positive impact on children settling quickly and enjoying their

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need to do better?

time at the setting. Parents comment on the fantastic progress their children make and attribute this to caring and attentive staff. They trust staff to meet their children's individual needs. Leaders and staff bring families together and support them in their role as parents. This has a positive impact on children's learning and development.

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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 staff to refine daily routines, so staff and younger children know what happens next and what is expected of them n continue to develop staff's understanding of how to further support the individual learning needs for the youngest children's communication and language.

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Setting details

Unique reference number EY441320 Local authority Southwark Inspection number 10359526 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 53 Number of children on roll 42 Name of registered person The Fruit Tree Day Nursery Ltd

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reference number

Telephone number 02077015522 Date of previous inspection 30 May 2024

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Information about this early years setting

Fruit Tree Day Nursery registered in 2012. It operates in Camberwell, in the London Borough of Southwark. The nursery follows the Montessori approach. The nursery is open each weekday between 7.30am and 6pm for most of the year. It receives funding to provide free early education for children aged two, three and four years. There are currently 20 members of staff who work at the nursery, of whom 17 hold a childcare qualification at level 2 or above.

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Inspection activities

n The manager joined the inspector on a learning walk and discussed the curriculum and what they want children to learn. n The inspector observed interactions between staff and children. She observed staff's teaching and assessed its impact on children's learning. n The manager and inspector observed and evaluated an activity together. n Staff spoke to the inspector about how they support children, including children with SEND. n Parents shared their views of the setting with the inspector.

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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

29 April 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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