The Orange Tree Day Nursery @ Mickleover

The Orange Tree Day Nursery @ Mickleover

Unique reference number (URN): 2826517 Address: Staker Lane, Mickleover, Derby, Derbyshire, DE3 0DJ Type: Childcare on non-domestic premises Registered with Ofsted: 09/01/2025 Registers: EYR, CCR, VCR Registered person: Childcare Matters Limited

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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

All children, including those with special educational needs and/or disabilities and emerging needs, make steady progress from their individual starting points. Babies build upon their physical skills and begin to climb up steps and go down slides. Older children become increasingly confident in manoeuvring themselves on bikes and trikes. They build strength and dexterity in their hands as they manipulate play dough and confidently use tools to cut, roll and make shapes.

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Achievement Expected standard

Typically, children are independent and begin to manage tasks from a young age. For example, babies supported by staff put on their shoes and turn pages in books. Older children manage their personal needs well and understand when they need to wash their hands, such as before and after eating.

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Achievement Expected standard

Children begin to understand some mathematical concepts. However, their mathematical skills and knowledge are not frequently practised and built over time.

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Behaviour, attitudes and establishing routines Expected standard

Staff know children very well and build warm and trusting relationships with them. Leaders tailor the key-person approach to support children's individual needs. Where appropriate, some key persons move with children as they transition through the nursery. This helps children to settle quickly and make the best possible progress. Leaders work with families to promote and understand the importance of children's attendance at nursery. This helps children to learn and progress.

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Behaviour, attitudes and establishing routines Expected standard

Staff support children's positive behaviours. They encourage children to say 'please' and 'thank you', and praise children for their efforts and achievements. For instance, staff 'high- five' children when they successfully zip up their coats. This promotes children's self-esteem and confidence. Children smile broadly and enjoy receiving this recognition from staff. Staff gently encourage children to share and take turns, and provide opportunities for them to play cooperatively together. This promotes children's social skills and assists them in building positive friendships. Generally, staff implement established routines and support children to understand expectations during handwashing and mealtimes.

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Children's welfare and wellbeing Expected standard

Leaders work closely with professionals and parents and carers to provide balanced and healthy meals in line with nutritional guidance. Staff prepare foods appropriately to meet children's individual needs. This includes children who are weaning in addition to meeting children's individual dietary requirements. Staff ensure that children are supervised well during eating and implement effective safer eating procedures. Typically, staff engage with children very well. They provide relaxed and sociable mealtimes. Staff support conversations with children around healthy eating and which food they like to eat. Children appear to enjoy this time and tell staff, 'This is the best dinner in the whole world.' Staff ensure that children's skin is protected from the sun. Before outdoor play, they make sure that children are wearing sun protection and encourage them to wear hats. Overall, children's independence is promoted well by staff. Children eagerly show staff how they can

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Children's welfare and wellbeing Expected standard

zip up their own coats. During mealtimes, babies and younger children learn how to use their spoons and drink from cups. Older children confidently self-serve their meals, use their cutlery and scrape their plates once they have finished eating.

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Children's welfare and wellbeing Expected standard

Generally, staff help children to understand their feelings and emotions. Through stories and discussion, staff help children to consider what makes them feel happy, sad or angry. Children begin to learn how their actions can impact on the feelings of others.

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Curriculum and teaching Expected standard

Overall, staff make effective use of assessments to identify all children's next steps. They break these down into manageable and tailored targets to support children who may have special educational needs and/or disabilities and children with emerging needs. Typically, this is implemented well. On some occasions, staff would benefit from further support to ensure that all children's next steps are age- and stage-appropriate. Leaders build a curriculum based upon the knowledge and skills that children need to support their future life and learning. In the main, staff implement this well. For example, staff support babies' early communication skills through singing and stories. Babies copy staff as they sing and make the sounds of farm animals. They smile and clap with excitement. Their interest is maintained as staff effectively use props. Older children listen attentively as staff read to them. As children carefully examine shells, staff encourage them to feel and describe the

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Curriculum and teaching Expected standard

diverse textures. Staff introduce words such as 'bumpy' and 'smooth', which helps children to widen their vocabulary.

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Curriculum and teaching Expected standard

Staff count with children during water play and encourage children to learn about size as they compare big and little water jugs. The curriculum for mathematics could be further strengthened to support children's confidence and enjoyment of mathematics across the age ranges.

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Inclusion Expected standard

Staff effectively work with parents and carers, specialists and other professionals to identify and meet the needs of all children, including those who may have special educational needs and/or disabilities (SEND) or emerging needs. They closely monitor children's progress to ensure that identified strategies are having the desired impact. Leaders effectively identify where children may be eligible for additional funding. Overall, they successfully consider how funding is used to promote children's developmental and educational outcomes. This includes providing one-to-one support, specialist equipment and resources linked to children's needs and interests.

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Inclusion Expected standard

Staff use a variety of communication methods to help children's understanding and to support them to effectively express themselves. All staff complete SEND training, and leaders who have specialists roles complete more in-depth training. This supports inclusive practice, which promotes the participation of all children. Leaders understand how to support children who are known or previously known to children's social care. This includes the professionals they would work and share information with. Leaders know the importance of understanding why a child is known to social care in order to effectively support them and be alert to any potential concerns.

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Leadership and governance Expected standard

Leaders are reflective and identify where staff need additional support and coaching. They value professional development and are eager to continually improve. Leaders provide a range of activities to promote the development of staff, including workshops, one-to-one meetings and observations of practice. The wealth of support provided for staff would benefit from further monitoring by leaders, to ensure it has a consistent impact on staff practice and further improve the overall experiences of children.

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Leadership and governance Expected standard

Staff comment positively about their roles in the nursery. They say that it feels like the staff team are one big family and they feel valued and supported by leaders. Leaders provide staff with opportunities to progress within the nursery to more senior positions. This supports their overall job satisfaction and enjoyment in their roles.

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Leadership and governance Expected standard

Staff provide events for parents and carers to raise their awareness and understanding of a variety of topics, such as toilet training, online safety and healthy eating. Parents and professionals provide high praise about leaders and staff. Parents are reassured by the positive and close relationships that key staff build with children. They explain how they appreciate the support that staff provide to children and parents alike.

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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, including those with special educational needs and/or disabilities and emerging needs, are settled and happy. This is supported by the close and secure attachments they have with key members of staff. Typically, babies benefit from quality interactions from staff, including during routine times. Children's faces fill with delight when staff sing familiar nursery rhymes. They show their close bonds with staff as they cuddle them when tired and seek staff out to show them their achievements. Older children enjoy the playful interactions from staff. They use their imagination when staff ask them what they think they will be eating for tea. Children listen to the ideas of others before contributing their own. They giggle together at the wonderful and inventive meal suggestions. Staff show warmth and affection as they acknowledge each child's contribution. This helps each child to feel valued and

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

Children have an abundance of opportunities to investigate the natural environment. They use binoculars to view birds in the trees and carefully examine minibeasts in the ground and surrounding area. Children enjoy visiting and caring for the animals that live at nursery and learn to respect all living things. They are confident in their surroundings. Children eagerly explore the activities available to them. Younger children spontaneously show resources to staff and repeat words when staff name the object. Older children happily play with their friends in the sand. They show how to keep themselves safe and, without being prompted by staff, independently sweep the sand up when it falls on the floor.

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

Leaders implement effective procedures when children are absent from nursery to ensure their safety and welfare. Leaders work with families to promote consistent attendance to establish positive educational routines.

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Address:

Staker Lane Mickleover Derby Derbyshire DE3 0DJ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Childcare Matters Limited

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Address:

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

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Next steps

Leaders should enhance staff's understanding and implementation of the curriculum, particularly for mathematics, to increase children's sequential learning of mathematical concepts, skills and knowledge. Leaders should strengthen the monitoring and impact of staff training and support, to further improve consistency in teaching and children's educational outcomes.

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About this inspection

The inspectors spoke with leaders, staff, parents and other professionals 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. Local authority: Derbyshire

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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. 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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