Apple Tree Nursery (Castle Vale)

Apple Tree Nursery (Castle Vale)

Unique reference number (URN): 2742035 Address: St Cuthbert's Church, St Cuthbert's Place, Castle Vale, Birmingham, B35 7PL Type: Childcare on non-domestic premises Registered with Ofsted: 13/07/2023 Registers: EYR, CCR, VCR Registered person: Richards, Alison Margaret

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are at the heart of daily practice. Children build secure attachments with familiar adults. This helps babies and toddlers to feel safe and confident. Routines for sleeping, feeding and weaning follow national guidance. Staff adapt routines to meet the unique needs of each child. For example, staff respond quickly when a child shows tiredness. They create a calm sleep space and talk through each step of the routine to reassure the child.

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Children's welfare and wellbeing Strong standard

Allergy systems are clear and visible. Staff meticulously manage food adaptations, including processes for milk allergies. Healthy habits are promoted through balanced menus and hygiene routines. Staff model handwashing and explain the steps to follow so that children learn independence.

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Children's welfare and wellbeing Strong standard

Leaders support families to access practical help. They provide families support with behaviour, toileting and healthy eating. Leaders plan for transitions, so that they are calm and support children to settle quickly. They support staff to develop effective relationships with children and parents. Leaders ensure their key-person approach is fully embedded. Staff know the children extremely well. Leaders use their thorough knowledge to help them to manage children's feelings and build their resilience. This enables children to thrive in a safe, nurturing environment.

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Inclusion Strong standard

Leaders create a robust culture of inclusion that supports every child. They expertly and promptly identify children's individual needs through clear assessment systems. These include baseline checks, screening tools and detailed support plans. Staff review these plans with parents and external professionals so that support stays focused.

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Inclusion Strong standard

Leaders use funding in thoughtful and purposeful ways to remove barriers to children's learning. For example, they enhance outdoor learning opportunities for children who may otherwise have limited daily access to outdoor play. They also provide additional adult support for children with special educational needs and/or disabilities (SEND). Leaders act as soon as concerns arise about children's learning. They introduce approaches such as

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Expected standard

using sign language and targeted programmes to successfully strengthen communication and early language.

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Expected standard

Staff receive regular training on how to implement agreed strategies to support children with SEND. They very effectively apply their learning in daily practice. Staff know each child's targets well and adapt activities so that children can take part and succeed. Leaders include parents well in planning for, and reviewing, children's progress. This builds trust and shared understanding.

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Expected standard

Weekly professional development and reflective supervision sessions help to ensure that staff apply strategies consistently. Leaders work closely with families and relevant professionals to offer practical support. Children show clear progress in communication, emotional development and independence, reflecting the impact of this inclusive approach.

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Leadership and governance Strong standard

Leaders have a clear and accurate understanding of the setting's strengths and priorities for improvement. This is achieved through rigorous monitoring and highly effective supervision. They act promptly and decisively when needed. For example, leaders are currently targeting support to ensure the quality of interactions and curriculum delivery is consistently strong.

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Leadership and governance Strong standard

Leaders work closely with staff to secure high-quality care and learning for every child. They regularly observe practice and provide precise feedback that enables staff to improve immediately. In addition, leaders coach staff 'in the moment', modelling strategies and asking open-ended questions that encourage reflection and self-evaluation, strengthening confidence and consistency.

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Leadership and governance Strong standard

Curriculum planning is carefully considered and its impact checked regularly. When introducing research-informed programmes, leaders ensure this addresses identified priorities. For example, a recent initiative focused on early mathematical development to close gaps in counting skills. Leaders explained the rationale clearly, organised training and supported staff to embed new techniques. They continue to monitor progress and share ideas to sustain improvement.

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Leadership and governance Strong standard

Crucially, leaders consider staff wellbeing and workload in all decisions. Training is scheduled at manageable times, resources reduce preparation demands, and expectations are adapted during change. This ensures improvements are sustainable without placing undue pressure on staff.

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Achievement Expected standard

Children secure the key knowledge and skills they need as they move through the curriculum. They build early communication, number awareness, physical skills and confidence at a steady pace. Regular checks help staff spot what each child knows and what they need next, so teaching builds learning in clear steps.

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Achievement Expected standard

Children who face barriers to their learning, including those with special educational needs and/or disabilities, make impressive progress from their starting points. They benefit from the adaptions made to activities, enabling them to take part, practise skills and gain independence. Children use new words, joining in with others and staying focused for longer.

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Achievement Expected standard

As children grow, they develop routines, listening skills and early vocabulary that prepare them for their next stage, including school. They show curiosity, take turns and keep trying with tasks. These foundations help them move into future learning with confidence and readiness.

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Behaviour, attitudes and establishing routines Expected standard

Children develop a sense of security because staff follow calm, predictable routines from arrival to home time. Transitions within the routine are relaxed and staff use simple phrases such as, 'After snack, we'll go outside.' Rules are displayed as pictures, helping children understand expectations and develop self-control.

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Behaviour, attitudes and establishing routines Expected standard

Staff model kindness and respect by talking about feelings during play. For example, they say, 'I can see you both want that bucket. Let's find another one.' This supports sharing and problem-solving. When emotions rise, staff respond calmly, lower themselves to the child's level, and offer comfort before guiding the group back to play. However, staff are sometimes reliant on prompts from leaders to support them in providing high-quality interactions and calm routines throughout the day.

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Behaviour, attitudes and establishing routines Expected standard

Leaders monitor attendance and work with families to improve punctuality. Parents value practical tips for home routines, creating consistency and confidence.

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Curriculum and teaching Expected standard

Leaders design an ambitious, inclusive curriculum that gives children the knowledge and skills they need for their next stage of development. They are currently supporting staff well to implement this consistently. Leaders structure learning around clear developmental milestones for younger and older children, ensuring progression from early communication and physical skills to confidence with routines and problem-solving. This planned sequence helps children build knowledge step by step.

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Curriculum and teaching Expected standard

Overall, staff teach with purpose and adapt in the moment to meet children's needs. Leaders step in to model this to staff when needed. They prioritise communication and language in every activity, introducing new words and using gestures to support understanding. Staff strengthen mathematical learning through practical experiences that make abstract ideas concrete. For example, during a counting activity, children select boxes and trays to sort and count everyday objects. Staff introduce mathematical vocabulary such as 'more', 'less' and 'subitise', and support counting one item at a time. They encourage turn-taking and problem- solving. When children show curiosity or need help, staff adjust the level of challenge so everyone can take part successfully.

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Curriculum and teaching Expected standard

Leaders use baseline checks and observations to plan children's next steps in learning. They act promptly when gaps in learning appear, ensuring all children make meaningful progress.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Children start each day with calm, familiar routines that help them feel safe and ready to learn. Staff warmly greet every child, creating a strong sense of connection. Even the youngest children settle quickly because of the highly effective key-person approach and thoughtful settling-in processes. Leaders have embedded these strategies, giving children a deep sense of belonging.

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What it's like to be a child at this setting

Children take part in activities that spark their curiosity and encourage exploration. During sensory play with citrus fruits and water, staff position themselves at children's level and introduce vocabulary related to smells, textures and actions. When interest shifts to splashing, staff respond calmly and add new resources to maintain children's engagement and support their social development. The flexible approach of staff helps children stay focused and builds their confidence.

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What it's like to be a child at this setting

New outdoor resources, funded and prioritised by leaders to support children who need them most, offer physical challenges and imaginative play. Staff use clear language, gestures and visual prompts so every child can join in and feel successful. These inclusive strategies mean children with special educational needs and/or disabilities take part fully and thrive.

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What it's like to be a child at this setting

Children practise positive social skills through shared play and consistent routines. Staff talk about feelings, model turn-taking and guide children to solve small disagreements. These experiences help children grow in confidence and empathy.

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What it's like to be a child at this setting

Children who begin with below expected levels of language development make impressive progress. All children benefit from targeted activities and coordinated support for their communication, early mathematics and independence. Leaders act promptly when needs arise and keep children's wellbeing at the heart of their decisions, ensuring that support is precisely matched to each child. As a result, children follow routines confidently, use an expanding vocabulary and show resilience.

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Next steps

Leaders should continue to support staff to embed high-quality interactions that fully extend children's learning.

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Address:

St Cuthbert's Church St Cuthbert's Place Castle Vale Birmingham B35 7PL

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Richards, Alison Margaret

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 - 15:00

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About this inspection

The inspector/inspectors spoke with leaders, staff, special education needs coordinator and the designated safeguarding lead during the inspection.

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About this inspection

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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About this inspection

A quality assurance visit by an additional inspector was carried out at this inspection.

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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 .

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Urgent improvement

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Urgent improvement

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

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