Pure Tree NurseryOfsted report card, 30 Sept 2026

Pure Tree Nursery

Unique reference number (URN): 2805398 Address: Regency House, Westwood Road, Ilford, IG3 8SB Type: Childcare on non-domestic premises Registered with Ofsted: 02/10/2024 Registers: EYR Registered person: Pure Tree Nursery 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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Children's welfare and wellbeing Expected standard

Children feel safe within this welcoming nursery. Staff are warm and caring and generally respond sensitively to children's emotional and physical needs. They promote self-care routines and healthy habits, including talking to children about the importance of oral hygiene. Babies and toddlers benefit from rest routines that reflect their individual needs. Children settle quickly and the majority are comfortable within these routines. However, leaders recognise that further work is needed to help younger children understand what is expected of them when routines change.

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Children's welfare and wellbeing Expected standard

Leaders have established appropriate policies and practice that staff understand and typically follow. They gather relevant information about children and their families, which staff use to provide individualised care. For example, staff understand children's dietary and allergy requirements.

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Children's welfare and wellbeing Expected standard

Key persons know their children well and respond promptly when comfort or support is needed. When children become overwhelmed, staff remain calm and recognise when they need space, comfort or reassurance. Children with special educational needs and/or disabilities or other barriers to learning have access to quiet spaces where they can relax and feel secure.

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Inclusion Expected standard

Leaders create an inclusive environment where children and families feel welcomed and valued. Staff know children well and work positively with parents and external professionals to support learning and wellbeing. Children with special educational needs and/or disabilities and those who speak English as an additional language receive appropriate support to participate in activities and routines alongside their peers. For example, staff use visual timetables to support children's understanding and interactions.

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Inclusion Expected standard

Leaders are proactive in accessing additional support and signposting parents appropriately and take steps to ensure children can access the learning environment and activities. Additional funding is used effectively to support eligible children. For example, leaders have developed a sensory room to provide a comfortable and secure space where children can regulate their emotions and behaviour.

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Inclusion Expected standard

Leaders and staff work appropriately with external professionals to identify and reduce barriers to learning and wellbeing. Staff generally understand children's individual needs and next steps and use agreed strategies to support participation in nursery life. For example, staff work closely with professionals and parents to support children with emerging communication and behavioural needs. However, while targeted support is effective, inconsistencies in the quality of teaching across the setting mean that all children do not yet consistently benefit from high-quality interactions throughout the day.

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Achievement Needs attention

Achievement across the nursery is variable. Weaknesses in the curriculum and teaching mean that some children do not consistently build on prior learning. Older children do not always experience sufficiently challenging or well-sequenced learning to support their progress.

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Achievement Needs attention

Children are generally happy and settled. Older children are developing confidence and independence in managing daily routines and social situations. For example, they help to tidy resources, put on their shoes before going into the garden and line up when required. However, younger children do not consistently develop the skills they need to manage changes in routines and are not always clear about what is expected of them.

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Achievement Needs attention

Children with special educational needs and/or disabilities and those who speak English as an additional language benefit from positive relationships with staff and targeted support that helps them participate alongside their peers. Although children make some progress from their starting points, this is not consistently driven by a well-sequenced curriculum.

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Behaviour, attitudes and establishing routines Needs attention

Leaders do not ensure that staff consistently implement appropriate expectations for behaviour and daily routines. During transitions between free-flow play and group times, toddlers are not always supported to understand what is happening next. Routines are not consistently adapted to children's stage of development, meaning younger children do not always receive the guidance they need to manage their behaviour and engage successfully.

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Behaviour, attitudes and establishing routines Needs attention

Children are developing an awareness of their own and others' feelings. For example, when older children argue over a toy, staff encourage them to be kind and talk about how they feel. However, staff do not consistently teach children the skills they need to manage their behaviour, understand why their actions are inappropriate or resolve conflicts positively.

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Behaviour, attitudes and establishing routines Needs attention

Curriculum planning is generally weak, particularly for older children, contributing to frustration and boredom at times. However, children with special educational needs and/or disabilities and those who speak English as an additional language receive targeted support through visuals and key words to remain focused and engaged. Leaders promote attendance and punctuality by following up absences. Generally, children's attendance is consistent, and they arrive in good time to enjoy all aspects of their day.

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Curriculum and teaching Needs attention

Leaders have identified weaknesses in the curriculum and in staff's teaching, and they have begun to support staff to bring about improvements. However, actions are at an early stage and have not yet secured consistently effective practice. For example, younger children often move between activities without sustained adult interaction to deepen thinking, communication or engagement. Staff do not routinely introduce ambitious vocabulary or consistently name and describe objects and experiences during play. Planning for older children lacks sufficiently challenging experiences across the day to maintain engagement and focus.

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Curriculum and teaching Needs attention

Staff assess children to identify their needs and use effective strategies. For example, learning is delivered in smaller groups to support children with special educational needs and/or disabilities and those who find it harder to focus. Staff interact warmly with children and develop mathematical knowledge and social skills through group games, such as 'What's the Time, Mr Wolf?' Staff promote children's understanding of the world, helping them recognise similarities while celebrating their uniqueness. Older children begin forming letters of their names and recognising them during self-registration, supporting early literacy skills. Younger children develop hand-eye coordination as they hunt for dinosaurs among natural resources.

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Leadership and governance Needs attention

Leaders do not yet ensure that teaching, curriculum implementation and agreed approaches to supporting children's behaviour are consistently effective across the nursery. They recognise these weaknesses and have begun to introduce systems to monitor practice, identify areas for development and provide coaching and support. However, professional development and supervision have not yet had sufficient impact in securing consistent practice or improving the quality of teaching. In particular, supervision does not always identify individual development needs or ensure that professional learning is closely matched to these. As a result, children's experiences and outcomes remain variable across the nursery.

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Leadership and governance Needs attention

Leaders understand the nursery's key strengths and are committed to improvement. They work positively with parents, staff and external professionals and respond well to professional challenge. They take account of children's individual needs and ensure that children facing barriers to learning, including those with special educational needs and/or disabilities, receive appropriate support. However, leaders do not consistently identify all areas requiring improvement independently, and agreed policies, procedures and ways of working are not yet consistently understood and implemented by staff.

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Leadership and governance Needs attention

Leaders promote a positive culture for staff. They are approachable, regularly check staff wellbeing and consider workload when making decisions. Parents speak positively about the caring and supportive staff team. However, the impact of leadership actions and professional development is not yet sufficient to secure consistently strong practice. Leaders need to strengthen their oversight of teaching, curriculum delivery and staff development so that improvements are embedded and children consistently receive the quality of provision they need.

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

Weaknesses in curriculum implementation mean children do not consistently experience high-quality teaching across all areas of learning. This limits how well children build on what they know and can do and means some children do not make as much progress as they could. Some younger children find it harder to remain engaged in purposeful play.

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

Children generally get on well with one another and are developing an awareness of their own and others' feelings. Children benefit from warm relationships with familiar adults, who help them recognise and talk about their emotions. Children do not consistently develop the skills they need to manage their behaviour and resolve disagreements positively. Some younger children become unsettled when routines change, while older children are not always supported to resolve conflicts appropriately, which can disrupt their learning.

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

Children and families are welcomed warmly into the nursery. Children form warm relationships with staff, who know them and their families well. Children are happy and settled, separate from parents with ease and quickly become involved in play and familiar routines. Younger children seek reassurance from familiar adults, who respond sensitively. Children feel safe and secure. Older children develop independence by managing tasks such as tidying resources. Children benefit from staff working closely with parents and external professionals.

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

Children needing additional support, including those with special educational needs and/or disabilities, typically receive appropriate support. Children benefit from support that reduces barriers to learning and participation. Where teaching is effective, children develop knowledge, skills and confidence for their next steps. For example, older children comment on pictures and predict what might happen during stories, developing mathematical language and confidence in communicating their ideas. Younger children enjoy singing. Children learn to manage risks safely when climbing.

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

Children benefit from regular attendance, supporting secure relationships, familiar routines and consistent participation in learning. Overall, children develop knowledge, skills and confidence for their next stage, although this is not yet consistent for all children.

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Next steps

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

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Action Completion Date

ensure that staff implement consistent routines and behavioural expectations and boundaries, so that all children, including younger children, understand what is expected of them and develop the skills to manage their behaviour appropriately 18/11/2026

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Address:

Regency House Westwood Road Ilford IG3 8SB

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Pure Tree Nursery Limited

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Action Completion Date

improve the quality of teaching and interactions so that all children make better and sustained progress from their individual starting points, across all areas of learning 18/11/2026

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Action Completion Date

improve the program of professional development for staff, so it is focused on developing their teaching skills and improving outcomes for all children. 18/11/2026

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About this inspection

The inspector spoke with leaders, practitioners, the special educational 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 Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 16:30

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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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