Lime Tree Cossington Rd Ltd

Inspection of Lime Tree Cossington Rd Ltd 231 Cossington Road, Sileby, Loughborough LE12 7RR

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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 Not applicable

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The provision is good

Children are happy and settled in this setting. They benefit from a positive relationship with all staff. Staff provide tailored support to meet children's learning needs. Children's transitions between rooms are thoughtfully managed by staff, who promote children's feelings of emotional safety at these times. Staff provide a nurturing environment, where children feel valued and secure. Children's personal, social and emotional development is prioritised in all aspects of practice. When children become upset, staff are quick to respond, offering comfort and reassurance.

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The provision is good

Children benefit from a skilfully planned curriculum that is designed to promote independence. For example, staff provide drink stations so that children can help themselves to water, and, for during activities, they set up paint dispensers for children to use independently. This demonstrates staff's commitment to helping children develop practical skills and confidence.

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The provision is good

The provision for children with special educational needs and/or disabilities (SEND) is strong. Children with SEND are supported very well through inclusive, tailored strategies that meet their individual needs. All staff are aware of children's medical and dietary requirements. Healthcare plans are used effectively to ensure that children receive the support and care they require.

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need to do better?

n Staff provide children with a wide range of activities to support physical development across all age groups. For example, younger children are encouraged to throw and kick a ball, which aids development of their large muscle skills. Staff provide them with dough so that they can practise using their hands and fingers to prod, pull, squeeze and squash. Older children confidently use their whole bodies to navigate obstacle courses set up in the garden. They practise balancing, climbing and jumping. Staff teach them how to do this safely. n Staff skilfully support children's independence by encouraging choices during play and daily routines. They ask children to choose which songs to sing during circle time and support them to prepare their own snacks and serve their own meals. n Leaders have made adaptations to the environment so all children can easily take part in daily routines. For example, bathroom sinks are fitted at different

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need to do better?

heights, allowing children to wash their hands independently, and a ramp has been fitted to promote accessibility for all children. n Staff provide good quality, inclusive practice that supports children's learning and progress. This is aided by effective regular training and monitoring of staff's practice provided by leaders. Staff say this helps them reflect on how they meet

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need to do better?

3 September 2025 the needs of children and that it helps enhance their knowledge and skills. n Leaders have established effective ways of assessing children's development across the setting. This assists staff to identify what children know and can do, and what learning to provide next. This helps make sure all children make good progress. n Partnerships with parents are strong. Staff keep parents involved in their children's achievements through daily updates. They also offer parents guidance to further support their children's development at home. Parents share a positive view of the setting. They acknowledge and praise staff for their efforts. n Staff are positive role models. They maintain a calm attitude and model patience and problem-solving skills. For example, they encourage children to consider if they are spreading too much butter on their crackers during snack time. They support children to resolve minor disputes with minimum adult intervention. This

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need to do better?

helps children to build positive relationships with others and develop effective decision-making skills. n Staff use a wide range of vocabulary and introduce new words when interacting with children. For example, staff use words such as 'pull', 'stretch', and 'flatten' when explaining how children can make pretend pizzas. Staff encourage children to imagine different pizza toppings, such as pepperoni. However, some staff do not always allow sufficient time for children to respond. When this happens, children do not have the chance to practise the skills needed to engage in conversation.

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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 enhance the quality of staff's interactions to support children's communication and language development by promoting conversation skills.

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Setting details

Unique reference number 2747619 Local authority Leicestershire Inspection number 10412964 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 45 Number of children on roll 71 Name of registered person Lime Tree Cossington Rd Ltd

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reference number

Telephone number 01509812300 Date of previous inspection Not applicable

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Information about this early years setting

Lime Tree Cossington Road registered in August 2023 and is situated in Sileby, Loughborough. The nursery employs 20 members of childcare staff. Of these, two staff members hold a level 6 qualification, one has a level 4 qualification, 10 have a level 3 qualification, one has a level 2 qualification and six are unqualified. The setting operates all year around and is open from Monday to Friday, 7.30am to 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 with leaders. n The managers and the inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n The 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 spoke with leaders about the leadership and management of the setting. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this is having on the children's learning, including for children with SEND. n The inspector observed the interactions between staff and the children. n The inspector and the managers carried out two joint observations. n Parents shared their views of the setting with the inspector. n The manager showed the inspector relevant documentation to demonstrate the

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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

3 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.

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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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