Cherry Tree Bi-Lingual Day Nursery

Inspection of Cherry Tree Bi-Lingual Day Nursery 15 Horselers, Hemel Hempstead HP3 9UH

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Overall effectiveness Inadequate

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

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The provision is inadequate

The provider has not effectively tackled all the actions set at the last inspection. While there have been some improvements, overall, the leadership and management of the setting remain weak. The provider does not ensure that staff provide activities that challenge children and promote their learning. Staff do not always handle children in an appropriate way to help them feel safe, support their development and to promote their understanding of what is happening next. Children's communication skills are not fostered. Furthermore, staff do not meet the individual needs of children with special educational needs and/or disabilities (SEND).

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The provision is inadequate

Staff provide activities that children like. However, staff do not effectively engage children's attention and support their learning. They ask toddlers several questions in a row about toys, failing to recognise that they are not being responded to. Older children do not benefit from hearing or learning new and interesting vocabulary. Staff read books to children quickly and with little expression. This results in children losing interest and rolling around on the floor. Children learn some independence, but this is not consistently supported so that children can practise things for themselves and be ready for the next stage of their education.

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need to do better?

n The provider has not ensured that staff deliver the core curriculum consistently to a standard that children deserve. Despite intensive support and training from local authority advisors, teaching remains poor. Additionally, managers fail to recognise the weak teaching practice. This means the capacity to improve the quality of the nursery is limited. n The provider fails to ensure staff support the most vulnerable children well. Managers do not ensure that all staff know how to support children with SEND effectively. For example, when children require suitable items to chew, staff who cover in different rooms are not aware of their needs. Instead, they pull toys from children's mouths until directed otherwise. Although staff have received specialist training and expert professionals visit the nursery regularly to support teaching, staff do not implement agreed strategies well. n Staff do not consider how to communicate with children prior to handling them.

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need to do better?

They sometimes lift children, including those who are crying, from behind without any warning. This does not show respect to children or support their emotional development. Children are not helped to understand about consent because they do not always understand what is happening to them. Furthermore, as staff do not speak to the children, they are not learning important communication skills. n Staff have some knowledge of their key children's likes and dislikes. However,

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need to do better?

10 June 2025 staff do not have a secure understanding of child development. This means they fail to accurately assess children's development and identify suitable next steps in learning for them to achieve. As a result, children do not make good progress in their learning. n Managers do not share the expectation of how staff are to deliver the curriculum. Managers do not support staff to deliver the curriculum intentions successfully. For example, the curriculum focus on developing children's independence is poorly implemented. This means that children do not have good opportunities to develop their independence. n There is limited opportunity for children to develop their communication and language skills to a good level. For example, staff stand over children at mealtimes and during activities. They use instructive language to help children practise some simple skills. However, the conversations are mundane. Staff often

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need to do better?

ask questions that are too hard or too easy for the children to answer. This does not promote their thinking skills, inspire learning, or meet children's individual learning needs. n Staff sing to babies and cuddle them. Staff support them to access sensory resources to help their physical skills develop. Older children are gaining some awareness of mathematical concepts. Staff help children count to 10 accurately, and toddlers explore filling and emptying pots in the water tray.

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Safeguarding

The arrangements for safeguarding are not effective.

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Safeguarding

There is not an open and positive culture around safeguarding that puts children's interests first.

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Due date

ensure that staff handle children respectfully and appropriately to help children understand what is happening and what staff expect of them 07/07/2025

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Due date

10 June 2025 ensure staff fully embed consistent strategies to support children with special educational needs and/or disabilities so that they can communicate their needs effectively and make good progress overall 07/07/2025

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Due date

ensure that the whole staff team understand how young children learn and how to assess this accurately so that children are provided with challenging and interesting learning experiences 07/07/2025

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Due date

ensure that managers develop a secure understanding of good quality practice to accurately oversee staff interactions with children and provide appropriate coaching and support so that all children make good progress. 07/07/2025

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Due date

ensure that staff understand and deliver a challenging curriculum that is tailored to meet the needs of each child 08/08/2025

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Due date

ensure staff give children a full range of opportunities to become highly independent 08/08/2025

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Due date

ensure that staff help children to reach a good standard of communication and language development through providing meaningful and challenging interactions. 08/08/2025

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Setting details

Unique reference number 2818485 Local authority Hertfordshire Inspection number 10395082 Type of provision Childcare on non-domestic premises

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Registers

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

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inspection

Total number of places 37 Number of children on roll 64 Name of registered person Cherry Tree Bi-Lingual Day Nursery Ltd

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reference number

Telephone number 1442247237 Date of previous inspection 25 February 2025

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Information about this early years setting

Cherry Tree Bi-Lingual Day Nursery re-registered in 2024. The nursery operates in Hemel Hempstead, Hertfordshire. Of the 15 staff employed by the nursery, nine hold appropriate qualifications at level 2 or above. The nursery opens all year round, Monday to Friday, from 7am until 7pm. The nursery provides funded early education to all those who are entitled.

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Inspection activities

n The provider joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want the children to learn. 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 provider, deputy and the inspector carried out three joint observations of activities. n The inspector spoke to several parents during the inspection and considered their views. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the nursery. n Children talked with the inspector during the inspection.

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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

10 June 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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