Holly Tree Pre-school and Trackers - Orrell Newfold Cp SchoolOfsted report card, 15 Sept 2026

Newfold Cp School

Unique reference number (URN): 2813338 Address: Orrell Newfold Cp School, St. James Road, Orrell, Wigan, WN5 7BD Type: Childcare on non-domestic premises Registered with Ofsted: 03/10/2024 Registers: EYR, CCR, VCR Registered person: Holly Tree Children's Nursery 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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Behaviour, attitudes and establishing routines Strong standard

Leaders have high standards for behaviour and, as a result, children consistently model positive and respectful behaviour in line with this. When children begin to disagree while playing games, staff quickly intervene. They take time to explain the consequences of their choices and offer alternative ways to manage their emotions. As a result, children can self- regulate and positive behaviour is promoted.

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Behaviour, attitudes and establishing routines Strong standard

Staff and children consistently demonstrate kindness, respect and consideration towards each other. For example, children use manners when asking for a drink. As a result, children benefit from the warm atmosphere. Activities have been well planned to be engaging and in the children's interests. For example, younger children draw, while older children play board games. Staff work between activities, encouraging children to join in. As a result, there are high levels of engagement. During play, children receive positive praise, which they respond to with smiles.

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Behaviour, attitudes and establishing routines Strong standard

Routines are embedded. For example, children tidy resources away, collect their belongings and sit patiently with little adult input. Children with special educational needs and/or disabilities are given extra time during these transitions. This promotes independence, positive behaviour and ensures smooth transitions.

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Behaviour, attitudes and establishing routines Strong standard

Leaders work well to promote attendance. They monitor attendance and report to the teacher where appropriate. Parents report that they appreciate flexible sessions to support regular attendance.

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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are a strength of the setting as leaders have high expectations for promoting this. Children are eager to come into the provision and have smiles on their faces. They enjoy the activities planned for them and are encouraged to join in by attentive staff. Strategic leadership ensures a culture of care and respect is consistently embedded throughout. For example, children and staff check in with each other and ask if they need anything.

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Children's welfare and wellbeing Strong standard

Children develop positive relationships with staff. For example, they approach staff for long, meaningful conversations about the day ahead. Children are consistently kind and caring towards each other as this has been modelled effectively by staff. On occasions when children become upset about leaving the club, staff support them with cuddles and take time to explain what will happen next. As a result, children feel safe and prepared for the transition. Children use impeccable manners, wait patiently and older children support younger children. For example, they help to serve breakfast or find their belongings when they leave the club.

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Children's welfare and wellbeing Strong standard

Children learn to follow safe hygiene practices. They understand to wash their hands before eating and do so without prompts from staff. Children access a healthy breakfast and discuss the benefits of healthy food choices.

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Inclusion Strong standard

The setting has a highly inclusive culture. Staff get to know children well and understand the barriers they may face. They have developed positive working relationships with teachers in the host school. They work together to understand their children and consider how to support them. For example, staff follow the school's graduated approach. They follow suggested strategies and provide evidence needed when teachers change strategies. Leaders understand and use plans in place, when planning activities. They ensure children receive tailored support to meet targets.

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Inclusion Strong standard

Staff have worked well with parents and carers, offering guidance and support. For example, leaders have signposted parents to charities who can support children with special educational needs and/or disabilities (SEND). Additionally, they offer flexible sessions and give children time to arrive and settle. As a result, children receive consistent care and their confidence grows.

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Inclusion Strong standard

Staff gather detailed information before children start to identify any additional training needs. For example, staff will complete relevant allergy training to ensure they can safely meet children's individual medical needs. Leaders work to include children when deciding how additional funding is spent. For example, staff seek children's views about the resources they would like. They use catalogues and visual prompts to help children with SEND make choices, ensuring that every child's voice is heard. Staff continually evaluate the impact of these resources to ensure they support children in meeting their individual targets.

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Leadership and governance Strong standard

Leaders have a clear oversight of the provision. They understand the context of the setting, strengths and areas for development. For example, they recognise that that partnerships with parents and carers are a strength, and they are improving this by seeking feedback more frequently through newsletters. Leaders keep children at the centre of their work and are committed to providing a high standard of care. They have built positive working relationships with the school and parents to understand the barriers to learning their children face. Furthermore, they understand the changing needs of the children in their care. For example, they dedicate more time to games so children can develop their personal, social and emotional needs. As a result, this adapted practice improves outcomes for children.

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Leadership and governance Strong standard

Leaders seek regular training opportunities to upskill staff and develop their knowledge. For example, staff have attended training to develop children's physical skills. This has been implemented outdoors and has improved children's physical development. Leaders consider staff workload and wellbeing. Staff attend effective supervision meetings, where they discuss updates and relevant training opportunities. They speak highly of leaders and value the support provided. As a result, staff develop positive working relationships.

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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 welcomed into the setting by kind and caring staff. They are eager to start their day and greet staff warmly with greetings and smiles, showing the positive relationships they have developed. They show care for each other as they help to pick up things that have been dropped. Children are respectful towards each other as this has been consistently modelled to them. They settle quickly as routines are embedded. Children's emotional wellbeing develops as they receive cuddles when they are upset and time is taken to explain the impact of their choices. Children report the care they receive is 'perfect' and that they are put first in all decisions. They know they are valued, which helps them develop a positive sense of belonging. Children keep the setting safe and tidy by putting their belongings away and tidying up after breakfast. They develop a sense of pride in the club.

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

Children build meaningful relationships with their peers. Older children work and play with younger children. All children are included in play. For example, older children teach younger children how to play chess. Children are caring towards others as this has been modelled consistently by staff. They benefit from staff being attentive to their needs. Children also benefit from the close partnerships between staff and families. Parents report that they appreciate the communication and support from staff. Children develop effective communication skills as they engage in long, meaningful conversations with staff.

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

Detailed information is gathered about the children so that support can be put in place swiftly. Partnerships with the host school are effective as staff consider children's needs and replicate support already in place. As a result, children receive consistent care that targets their needs.

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Next steps

Leaders should ensure continued improvement in the setting's successful work to remove barriers for children who need extra help, to realise a transformational impact on all children's achievement and wellbeing.

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About this inspection

The inspector spoke with leaders, staff, parents and children 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

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Address:

Orrell Newfold Cp School St. James Road, Orrell Wigan WN5 7BD

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Holly Tree Children's Nursery Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 09:00,Monday,Tuesday,Wednesday,Thursday,Friday : 15:30 - 17:00

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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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3 to 10

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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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

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.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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