The Learning Tree Children's Nursery and Pre-School

Inspection of The Learning Tree Children's Nursery and Pre-School c/o Halsall C of E Primary School, New Street, Halsall, Nr Ormskirk, West Lancashire L39 8RR

p.1

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

p.1

The provision is good

Children demonstrate that they feel happy and secure at this nurturing setting. They settle well and show they have strong and loving bonds with staff. Staff greet children with a warm and friendly smile, which helps them to settle quickly. Even the youngest children are familiar with the routines. Staff spend time understanding children's individual needs. This helps children to demonstrate positive attitudes to their learning and build secure and meaningful bonds with key persons. Children actively engage in their learning and concentrate as they choose what they would like to do. For example, children spend time building in the construction area using different tools and materials. Staff teach them new words such as 'spirit level' to develop their communication skills.

p.2

The provision is good

Staff implement an outdoor curriculum that ignites children's curiosity. Children thoroughly enjoy exploring the outdoors. They learn about plants and wildlife, respecting the world around them. Children care for the setting's horse, 'Dobbin', combing his mane and feeding him apples. Staff teach children how to respect living things and care for the world around them. Children recall bees like pollen and make honey. Staff put in place interventions to help children who need additional support such as following the advice from outside professionals. Leaders use additional funding well to support disadvantaged children. This means that children benefit from one-to-one support to help them catch up in their learning.

p.2

need to do better?

n Staff develop a broad curriculum based on promoting children's curiosity. Leaders provide support and guidance to help staff understand the aims and goals for all children to achieve. However, staff have varying levels of understanding of how to implement the curriculum. Consequently, some staff are more able than others to deliver the curriculum. This does not promote consistency in extending children's learning. n Children play well with their peers. Older children demonstrate this as they share their ideas with younger children. They discuss making cups of tea. Together, they explore their natural environment and excitedly collect resources from around the garden. Staff praise children for their achievements, which boosts their confidence and self-esteem. n Staff help children develop a secure understanding of how to keep themselves safe. They teach children the meaning of red and green in a traffic light system.

p.2

need to do better?

Children understand the importance of wearing seat belts in the car. They learn key safety messages and retain information. n Staff support children's behaviour consistently and positively. They explore the rules during group time and reinforce them throughout the day such as reminding children to use 'good listening'. Older children often help their

p.2

need to do better?

10 September 2025 younger peers with the rules such as sharing their toys and helping them tidy up. This helps children to develop friendships and positive attitudes. n In the main, staff support and encourage children to do things for themselves to promote independence such as encouraging them to wipe their own noses and go to the toilet. However, at times, they step in too quickly and do things for children that they could easily manage on their own or be encouraged to try. For example, on occasion, they put coats on children or serve food from larger dishes into their individual trays. This does not consistently support children to practise or fully develop their self-care skills. n Staff want all children to develop a love of books. They carefully choose stories that are relevant to children's ages and interests. For instance, staff introduce a book about owl babies to help support children who are settling into the nursery.

p.2

need to do better?

They skilfully use the themes from the book to help children reflect on their feelings about being left at the setting. Staff also use the story to reassure children that their parents and carers will come back soon. n Staff weave mathematics thoughtfully into daily activities. They introduce children to numbers through engaging songs, and staff model numbers as they play. Children count their friends as they line up to go outside. Children also explore mathematical concepts such as shape and size when building. This helps children to develop a positive attitude towards early mathematics. n Staff collaborate closely with parents to support children to make a smooth transition from home to the setting. For example, leaders visit children in their homes before they start and arrange transitions to school before leaving the setting. This supports children to be ready for the next stage of their learning.

p.3

need to do better?

n Staff know children well and identify their needs early on in their journey. They share this information with parents and external agencies to support children with their development. As a result, children receive the support they need to develop and meet their next steps in development.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

should:

n monitor staff's teaching practice and offer support so that all staff confidently extend children's learning further n support staff to consistently promote children's independence and extend opportunities for developing their self-care skills.

p.3

Setting details

Unique reference number EY407630 Local authority Lancashire Inspection number 10399808 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

p.4

inspection

Total number of places 32 Number of children on roll 52

p.4

Name of registered person

The Learning Tree Children's Nursery And Pre-School Limited

p.4

reference number

Telephone number 01704841830 Date of previous inspection 16 December 2019

p.4

Information about this early years setting

The Learning Tree Children's Nursery and Pre-School registered in 2010 and is located in Ormskirk. The setting employs six members of childcare staff. Of these, five staff hold appropriate early years qualifications to at least level 3, and two staff members hold a qualification at level 6. The setting opens from Monday to Friday, during term time. Sessions are from 8.45am to 3.15pm. The setting provides government funded childcare.

p.4

Inspection activities

n The manager and inspector completed a learning walk together of all areas of the setting and discussed the early years curriculum. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The manager provided the inspector with a sample of key documentation on request. n The inspector talked to staff at appropriate times 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 at the setting. n The manager and the inspector carried out a joint observation of a group activity. n Children communicated with the inspector during the inspection.

p.5

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.

p.5

Inspection activities

10 September 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6