The Lime Trees at Keyworth Primary School

Inspection of The Lime Trees at Keyworth Primary School Keyworth Primary & Nursery School, Nottingham Road, Keyworth, NOTTINGHAM NG12 5FB

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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 warmly welcomed into the setting. Staff offer children gentle words and affectionate cuddles to ease separation from parents. These caring interactions build children's sense of security and support their emotional well-being. This helps them settle in quickly and join in the routine. Together, children and staff sing a cheerful greeting song. Staff keep children engaged through praise and encouragement. Children smile and laugh as they look at their friends and staff. This brings a sense of joy and inclusion. Children develop strong relationships and a sense of belonging in this setting.

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The provision is good

Children follow their interests and quickly choose an activity. This shows a growing independence in their play. Staff provide experiences that spark children's curiosity and successfully build on what they already know and can do. This makes learning richer and more meaningful. For example, children enthusiastically re-enact their farm visit. They stomp the 'animals' through the dirt and then put them to sleep in the straw. This imaginative play enables children to connect real-life experiences to learning, deepen their understanding of animals and their habitats and gain independence, creativity and curiosity. As a result, they make good progress in their learning and development.

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The provision is good

Children behave well and respond quickly to gentle reminders from staff about expectations. For instance, when conflicts arise, staff engage in their play. They model appropriate interactions and help children work through their disagreements. This helps children learn to cooperate and empathise with others. As a result, children form positive relationships and understand appropriate behaviour.

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need to do better?

n Staff plan purposeful opportunities that encourage children's interest in art. Each month, they introduce children to a new artist. Children explore different materials and ideas. For example, children paint on cling film stretched between trees. By experimenting with different media, children enhance their creativity and cognitive skills. n Staff prioritise children's physical development. They recognise how it supports all areas of learning. Children have rich opportunities to develop both fine and gross motor skills. For example, they develop hand-eye coordination by using a pipette to squirt water. This supports early writing and self-care skills. Children also refine balance while riding bicycles, improving their coordination and core strength. This supports children in growing stronger and more confident. As a result, children develop crucial physical skills that help them move on to the next

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need to do better?

stage of learning. n Children with special educational needs and/or disabilities (SEND) are well

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need to do better?

25 September 2025 supported. Staff support children's development through inclusive teaching strategies. For instance, children choose what they would like to sing by selecting a 'song spoon'. This visual aid encourages participation from children who find verbal communication challenging. As a result, all children can express preferences and make good progress. n Staff recognise children's unique personal skills and capabilities. They use this knowledge to support children's development towards greater self-sufficiency. Children follow the strategies taught by staff to put on their coats. For example, they place their coat on the floor, slide their arms in, and flip it over their heads. This helps children feel capable and become more independent in their self-care routines. As a result, they are gaining confidence that helps them prepare for future learning. n Children have good opportunities to develop their communication and language

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need to do better?

skills. Staff use simple, age-appropriate language in context. They repeat words to support better understanding. However, on some occasions, there is an inconsistency in the use of these strategies. This can leave some children without the support that they need. As a result, this can limit how well some children develop their spoken language skills. n Children demonstrate their understanding of early mathematical concepts through engaging sensory activities. Staff encourage them to name the colours of the flowers they mix into their 'potion'. Children respond with excitement and shout, 'yellow, purple and green!' When needed, staff gently name the correct colour and encourage children to repeat. This reinforces learning in a supportive way. As a result, children improve at recognising colours and feel more confident using basic mathematical terms. n Staff foster strong partnerships with parents. Parents speak highly of the support

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need to do better?

and guidance they receive. For instance, staff support parents during meetings with external agencies. This helps parents feel comfortable in sharing vital information. As a result, the right support is provided for children, helping them achieve the best outcomes. n Leaders and managers work closely with the primary school. Staff meet regularly to talk about the best ways to support children. This strong collaboration ensures continuity in children's care and learning. As a result, children confidently move on and flourish in their next educational stage.

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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:

25 September 2025 n support staff to use consistent language and communication strategies to ensure that all children receive the guidance and support they need.

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Setting details

Unique reference number 2737417 Local authority Nottinghamshire County Council Inspection number 10408054 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 60 Number of children on roll 35 Name of registered person The Lime Trees Group CIC

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reference number

Telephone number 07766773723 Date of previous inspection Not applicable

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Information about this early years setting

The Lime Trees at Keyworth Primary School registered in July 2023. The nursery provides care for two- and three-year-old children, before they move on to school nursery. The nursery provision is open from Monday to Friday, all year round, and operates from 9am to 3.20pm. The nursery provides government-funded childcare places. Staff hold suitable qualifications. During term time, the setting provides a before-school club, which runs from 7.30am to 9am, and an after-school club from 3.30pm to 6pm. During school holidays, a holiday club operates from 7.30am to 6pm.

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Inspection activities

n The manager completed a learning walk with the inspector and discussed all areas of the provision, including the early years curriculum. n The inspector communicated with the children throughout the inspection. n The inspector communicated with parents during the inspection and took account of their views. n The special educational needs coordinator spoke to the inspector about how they support children with SEND. n The inspectors talked to staff at appropriate times during the inspection and took account of their views. n The manager and the inspector carried out a joint observation of a planned activity. n The inspector observed the quality of education being provided and assessed the impact that this is having on the children's learning. n The manager and the director provided the inspector with a sample of key documentation on request. n The director and the inspector discussed safer recruitment procedures.

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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

25 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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