Cherry Tree Nursery

Cherry Tree Nursery

Unique reference number (URN): 2843522 Address: Unit 23, Petteril Side, Harraby Green Business Park, Carlisle, CA1 2SQ Type: Childcare on non-domestic premises Registered with Ofsted: 02/06/2025 Registers: EYR, CCR, VCR Registered person: Sarah Linnett Childcare (CARLISLE) Ltd

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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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Achievement Expected standard

Children progress through the curriculum owing to aspects of staff teaching, rather than the curriculum design. Older children are confident communicators. They approach visitors to the nursery and invite them to join in play as say, 'come and run up here with me'. Outside, children use a range of large and small muscle as they navigate the steep hills and then make castles in the sand pit. They tell their friends, 'my bucket is full now, let's tip it out'. Children enjoy the opportunity to sing songs often. They join in with familiar nursery rhymes and copy actions. Younger children, and those with special educational needs and/or disabilities show their understanding as they follow instructions including joining in with the routine. Older children capably wash their own hands and feed themselves at lunchtime. They use their hand-eye coordination well as they scoop up their chicken curry.

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Behaviour, attitudes and establishing routines Expected standard

Leaders adapt the staffing of the nursery to accommodate parents' needs. This flexibility promotes children's attendance well and means that all children access the funded hours they are eligible for. Children know the routine of the day well as they line up to be counted to come inside and know to wash their hands before snack. For some children with special educational needs and/or disabilities, their lack of understanding of what is happening next can cause upset. Staff are aware of this and are working to implement strategies to support this.

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Behaviour, attitudes and establishing routines Expected standard

Children know and follow the rules very well. For example, they remind their friends and new visitors to the setting about the rules when playing outside, 'be careful, don't run down this part'. Staff support children's positive behaviour very well. They are warm, calm and patient as they encourage children to join in with routines such as carpet time. When children do follow the rules, staff offer lots of enthusiasm and offer specific praise.

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Children's welfare and wellbeing Expected standard

Staff treat all children with care and professional love. Morning handovers from parents are explicitly shared with all staff, meaning children's individual and changing needs are known and well met. As a result, children settle particularly well and enjoy close, secure and trusting relationships with their key person and all staff. Staff support children with special educational needs and/or disabilities to be alert to risks. Staff use simple vocabulary and clear hand signals to indicate children cannot climb on certain equipment, such as tables. Staff's use of emotions vocabulary helps children to recognise their emotions, supporting later skills in managing their feelings.

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Children's welfare and wellbeing Expected standard

Staff promote healthy habits through everyday routines. Children brush their teeth daily and learn the importance of good handwashing, for example, when they talk about stopping germs from getting into their tummies. While the nursery menu is healthy, balanced and

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Needs attention

nutritious, staff are working with parents to ensure that packed lunch items are equally as healthy, to ensure that all children receive clear messages about healthy diets.

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Inclusion Expected standard

Commitment from leaders and staff has a positive impact on outcomes for children with special educational needs and/or disabilities (SEND). Those with lead roles for SEND are skilled, knowledgeable and ensure support for the team as and where needed. This includes for the implementation of specific approaches to support children. In this way, staff working with children with SEND appropriately assess, implement plans and collaboratively review the progress children make with parents and involved professionals.

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Inclusion Expected standard

Early identification and implementation of individual plans means all children are given the opportunity to thrive. Leaders are proactive in seeking support from other professionals and securing funding so that children receive timely, targeted help. For example, leaders provide one-to-one support for those children with more complex needs. Some strategies are still in the early stages, to ensure children's needs are supported in all aspects of nursery life. Leaders are aware of this and working towards improvements.

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Inclusion Expected standard

Parents speak positively about the work of the staff and support received for their children. They comment on the quality of communication in place to ensure they are kept up to date with the progress their children make.

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Curriculum and teaching Needs attention

Leaders have not been successful in designing a curriculum that is precisely focused and well informed from what they want children to know and learn. The curriculum lacks breadth or substance and is not sufficiently well sequenced to ensure that children's learning builds cumulatively over time. Due to leaders lack of top-level plans, staff working directly with children are not clear on what they want children to learn. This results in many activities being solely based on children's interests, rather than balanced with what they need to learn. This means that while children enjoy play, they are not being supported to learn the skills they need. Leaders have been yet to recognise that some improvements are needed to meet the learning needs of all children.

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Curriculum and teaching Needs attention

Staff are enthusiastic and bring joy to children's play. As such, interactions that staff have with children do have a positive impact on their learning and development. Older children sit and enjoy listening to a story. Staff's animated approach and lively reading of the story help children to become engaged. Staff explain the purpose of the front cover and the 'blurb', promoting well an interest in reading. Children are supported to develop a growing vocabulary. Staff working with young children use words, such as 'pat', 'wet' and 'splash' during sensory play with water. Staff model patting and poking the shaving foam, in support of children's physical skills. Staff introduce mathematical language through everyday play, including number rhymes and counting items.

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Leadership and governance Needs attention

Since registration, there have been several changes to the management of the nursery. The provider has failed to notify Ofsted of these changes, which is a legal requirement. These frequent changes in a short space of time mean that the leadership team is not yet established. As a result of the lack of clear leadership and oversight, those in charge are not aware of some of the legal requirements, leading to further breaches. For example, the manager at the time of the inspection did not hold the required qualification. However, the provider was able to take action to put in a place a new manager who holds a level 5 qualification. Leaders have also failed to ensure that half of all other staff are qualified to level 2.

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Leadership and governance Needs attention

Those in charge are highly supportive of one another and the staff team, creating a positive atmosphere. There are strategies in place to support staff, such as through wellbeing chats and professional development opportunities. While there has been a lack of focus, vision and strategy to identity and drive improvements, leaders show a determined attitude and commitment to taking action where required.

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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 are cared for by kind, attentive and caring staff. Young children benefit from staff's warm and nurturing interactions. Staff show genuine care and ensure that all children are supported to be included. As a result, all children, including those with special educational needs and/or disabilities (SEND) demonstrate a sense of belonging and that they feel safe and secure. They are confident to leave their parents and/or carers on arrival and quickly begin to explore the environment and activities on offer. Staff offer specific praise for children's achievements, helping children feel valued and understand the expectations of their behaviour.

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

Staff and those with lead roles in supporting children with SEND work well to reduce barriers to children's learning. Early intervention means children receive the support they need to make progress from their starting points. Support for children and families extends to flexible contracts to promote good attendance.

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

The leadership team is not well established. Poor knowledge and understanding of the requirements within the early years foundation stage statutory framework leads to several breaches to requirements. While those leading the nursery show a positive attitude and strong commitment, the lack of clear leadership impacts negatively on the quality of practice.

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

In the short time children have been attending this newly registered setting, they show they enjoy attending and display skills across the areas of learning. Planning is flexible and considers children's interests. While children are developing some skills and knowledge across the areas of learning, the curriculum is currently too broad. Leaders have not considered what they want children to learn, based on the unique needs of the children attending, and used this to plan a carefully sequenced and ambitious curriculum.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare register the provider must take the following actions by the assigned date:

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About this inspection

The inspector spoke with leaders, staff, the special educational needs and/or disabilities coordinator and safeguarding leads 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

There have been several changes to the management since the nursery registered.

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About this inspection

We carried out this inspection as a result of a risk assessment, following information we received about the provider. The provider will be able to give parents further information about this.

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Address:

Unit 23 Petteril Side, Harraby Green Business Park Carlisle CA1 2SQ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Sarah Linnett Childcare (CARLISLE) Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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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

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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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