Cherry Tree Bi-Lingual Day Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is inadequate

Leaders do not ensure that all children who attend the nursery receive the quality of education to which they are entitled. Staff do not successfully meet the needs of all children, in particular toddlers and children with special educational needs and/or disabilities (SEND). Meaningful interactions with toddlers are lacking and staff and leaders are frequently busy completing routine tasks.

A number of new staff have recently started and leaders have not considered the impact of how they are deployed across the nursery. Furthermore, opportunities for staff to develop their professional knowledge and skills are poor.Child...ren's experiences across the nursery vary greatly.

Babies and pre-school children learn how to interact positively with one another. Babies are greeted by staff with hugs and reassurance as they wake from their sleep. Pre-school children receive effective support to share, and happily build friendships with one another.

For instance, they share their stickers with their friends. However, support for toddlers to understand what is expected of them and to build bonds with others is weak.The key-person system for toddlers is not embedded and the way that staff manage children's behaviour is inconsistent.

Additionally, the planning and delivery of learning opportunities for toddlers are poor. This does not assure children's well-being and good progress. Despite this, the majority of children across the nursery appear settled and parents are happy with the communication they receive from staff.

What does the early years setting do well and what does it need to do better?

Leaders do not ensure that toddlers receive support to understand how to interact positively with their peers. Staff do not provide consistent messages or use appropriate strategies to help children to successfully resolve conflicts with one another. Additionally, some staff do not handle children respectfully.

They move children by picking them up without explaining what they are doing. This does not help children to understand what is happening or know what to expect.Although staff work with other agencies is taking place to support children with SEND, they do not meet the needs of these children effectively.

Children who require additional support often play alone. Many staff working directly with children with SEND have limited knowledge and do not implement strategies leaders expect them to use. This means that children struggle to communicate their needs effectively, as staff do not always understand what they want.

Children's needs are not met effectively and planning and organisation in the toddler room are poor. While children are supervised as they eat, mealtimes are chaotic. For instance, they often have to wait some time, or do not have somewhere to sit when they are clearly hungry.

Instead, staff try to engage children in other activities away from the dining area, rather than meeting their immediate needs.The key-person system is not successful in supporting toddlers to build meaningful bonds with staff who work with them. Staff are sometimes unsure of who they are key person for and do not know basic information about these children.

This limits their ability to plan focused learning opportunities to build on children's existing knowledge or to assess what children know and can do accurately, as they are not aware of children's starting points.The overall quality of staff interactions with toddlers is poor and many planned activities are too restrictive. Staff do not recognise how to link learning opportunities to the curriculum, or differentiate activities to meet individual children's learning targets.

Children gain little from these experiences. They sit and wait for their turn to have a staff member guide their finger from the paint tray to the paper so that they can make identical pictures to their friends. Opportunities for children to discuss and explain their artwork are minimal.

This does little to promote children's language and communication development, and does little for their overall progress.Leaders do not ensure that training and support for staff to develop their knowledge of how young children learn and strengthen their practice are effective. Additionally, it is not focused or tailored to strengthen staffs' interactions with children.

Furthermore, leaders have not given suitable consideration to the deployment of new staff. They are busy completing a range of roles and, therefore, do not have time to share their knowledge and experience with new and less-experienced staff members. This limits the opportunities for staff to strengthen their practice.

Safeguarding

The arrangements for safeguarding are effective.There is an open and positive culture around safeguarding that puts children's interests first.

What does the setting need to do to improve?

To meet the requirements of the early years foundation stage and Childcare Register the provider must: Due date ensure that staff handle children respectfully and appropriately to help children understand what is happening and what staff expect of them 08/04/2025 support staff to embed consistent strategies to promote positive relationships and interactions between children to help them manage their own conflicts and emotions 08/04/2025 develop staff knowledge of SEND and fully embed strategies to support children so that they are supported to communicate their needs effectively and make good progress overall 08/04/2025 ensure that the deployment and organisational skills of staff working with toddlers always meets their needs, including at mealtimes 08/04/2025 embed the key-person system so that staff can monitor and track children's progress effectively 08/04/2025 ensure that staff plan and deliver a challenging curriculum that is sequenced and tailored to meet the needs of each child 08/04/2025 ensure that the whole staff team receive appropriate training and support to understand how young children learn, provide high quality and maintain purposeful interactions with all children.

08/04/2025