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

Despite staff showing clear care and kindness, and the leadership team expressing a willingness to improve, the provider continues to deliver an inadequate quality of care and education. The setting does not meet the early years foundation stage (EYFS) requirements in key areas, especially for children with special educational needs and/or disabilities (SEND), children who speak English as an additional language (EAL) and those settling into new rooms. This means that these children do not make the progress they are capable of.

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The provision is inadequate

Behaviour management is inconsistent and not suited to children's developmental stages. Staff often give repeated instructions, such as 'share' or 'say sorry', without checking if children understand these words or concepts. The provider has not given staff the knowledge or guidance needed to adapt routines for children with EAL, those returning from holidays or those moving to a new room. Children's personal, social and emotional development is poorly supported. Many children show emotional distress, crying or disengaging, and staff often respond with rigid routines instead of addressing each child's emotional needs. This approach does not help children to adjust gradually.

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need to do better?

n The provider has made little progress in addressing previous actions. Staff are overwhelmed by the number of policy changes. Coaching and modelling happen reactively and in the moment, without enough support to help staff turn guidance into effective practice. As a result, staff do not provide good-quality learning experiences for children. n The provider does not ensure that children with SEND receive effective support. Although staff work with other agencies and have individual education plans for some children, the provider has not ensured that these are put into practice consistently. As a result, children with SEND often wander around or roll on the floor without clear guidance or engagement. The provider knows that certain activities can help children's development, but they have not made sure these activities are done well or have a positive impact. n The provider does not have effective arrangements to ensure that children

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need to do better?

benefit from clear, consistent and age-appropriate support to manage their behaviour. Staff respond differently to similar situations, confusing children and preventing them from learning clear behaviour rules. The staff have access to visual aids, including 'Now and Next' timetables. However, children are unfamiliar with these tools, and staff rarely use them to remind children of expectations or help with emotional regulation. This does not support children to understand what is expected of them and impacts on their personal, social and emotional development.

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need to do better?

19 September 2025 n The provider does not ensure that the curriculum meets children's individual learning needs, stages or interests. They do not provide staff with clear guidance on delivering good early years teaching. Activities are often planned around broad themes, such as 'houses'. However, the provider does not make sure there are clear learning goals or necessary adjustments within the programme of activities to support children's development and next steps. The provider has not ensured that staff have enough knowledge about child development, especially communication and language. Staff sometimes ask children questions that do not reflect their developmental stage, showing weak support for early communication and thinking. Staff provide play materials but do not notice when children get bored and look for something else to do. Children do not consistently benefit from meaningful interactions. Without enough support,

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need to do better?

children show poor attitudes toward learning. n The provider does not consider the needs of children well enough within the organisation of the day. They do not ensure that the routines are suitably flexible to respond to children's individual needs. This means some children, especially those with SEND or EAL, lose interest or become upset. During activities such as 'rhyme time', reading or lunch, children with EAL or speech delays are not properly included. Some children struggle to follow group instructions and do not get the tailored support they need to join in. n The provider has not implemented an effective system of support and training to improve the quality of education. They have not adequately planned to support less-experienced staff during daily work or provided them with sufficient time to develop their skills. This limits purposeful and meaningful interactions with children. Conversations that encourage thinking, communication or problem-

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need to do better?

solving are rare. Questions posed by staff are often simple or directive, with little language modelling or learning support. As a result, staff do not fully understand how to work more effectively to support children's 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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Due date

19 September 2025 improve the care and support for children with special educational needs and/or disabilities to ensure that they benefit from consistently good-quality interactions that meet their individual needs and support their learning 08/10/2025

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Due date

monitor staff to ensure that they manage children's behaviour effectively, helping children understand expectations and promoting their safety and well- being 08/10/2025

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Due date

devise a suitably challenging curriculum that reflects the learning needs of each child and that is understood and implemented effectively by all staff 08/10/2025

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Due date

improve the organisation of daily routines to fully support children's emotional well-being and enjoyment 08/10/2025

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Due date

provide effective training and support for staff to improve the quality of education. 08/10/2025

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Setting details

Unique reference number 2818485 Local authority Hertfordshire Inspection number 10416784 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 43 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 10 June 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 13 childcare staff employed by the nursery, eight 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 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 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.

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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

19 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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