Cherry Tree Nursery (Oxford) Ltd

What is it like to attend this early years setting?

Staff put children's best interests at the heart of their decision making. The nursery aims to meet the needs of the local community, and does so extremely well. Staff go 'above and beyond' to welcome in children with a whole range of different challenges, such as family economic circumstances or special educational needs and/or disabilities. Staff welcome all children into the 'nursery family' with great warmth, patience and kindness. Children settle and show they very much see the nursery as a safe and happy space. Staff's patience and expertise are also evident in how they support children to navigate sharing, turn taking and considering the needs of others. Staff offer clear guidance and use very effective strategies, such as the use of timers to help children with this part of their development.

Staff have high aspirations for children. They do not see the challenges some children face as barriers to success. They know that with a clearly defined, and well delivered, programme of learning all children can make the progress of which they are capable. The way leaders plan a curriculum that is tailored to children's specific needs is a real strength of the nursery. Staff's focus on children's personal, social and language development quickly helps children develop the skills they need to enjoy their learning, as well as giving them secure foundations for accessing other aspects of the curriculum. The quality of the planning and delivery of the curriculum means that all children make steady and meaningful progress from their starting points.

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

• Leadership of this nursery is a real strength and has a very positive impact on staff practice and children's outcomes. Leaders ensure staff understand what, and how, they are going to be teaching children. The quality of this support leads to teaching which is consistently of a very high standard. Leaders lead by example, demonstrating what effective teaching looks like and giving useful and meaningful feedback to staff. For example, staff remember the mantra 'too many words' when talking with some children, and carefully consider what words will best help children understand and develop new vocabulary.
• Staff swiftly identify children who may need extra support. This includes when concerns may not present in obvious ways. This enables staff to tailor the curriculum to their needs right from the start. It also enables leaders to use their expertise to press for additional support and funding, to which these children are entitled. Staff consistently go 'above and beyond' in meeting these children's needs. As a result, these children are integrated well into nursery life and make good progress.
• The quality of the teaching leads to children remembering very well what they have been taught. They can then use these new skills and this new knowledge in their independent play. For example, older children can play make-believe games because staff have taught them the play skills to do so. Children use props to act out familiar stories because staff have read these stories regularly and helped them understand the language of storytelling.
• Children develop well into curious learners. Staff join in with children's play in ways that enhances their learning and does not interrupt their fun. Staff respectfully ask children if they can join in with their play, and when invited to do so, show children different ways of using resources, and model the language children need to play purposefully. Staff carefully plan the learning environment so it is not overwhelming for children and they can focus well on their play.
• Children bring with them a wide range of cultural experiences, which staff value and respect. However, staff do not plan a wide range of experiences to help children develop a clear understanding of their own and other cultures, to best prepare them for life in modern Britain.
• Staff keep children safe. They supervise them closely and ensure the premises are secure. However, staff do not help children develop the understanding they need to keep themselves safe online. This means children are not best prepared for the increasing role technology plays in young people's lives.
• Parent partnerships are a real strength of the nursery. Parents could not hold staff in higher regard. They give many examples of how they have been supported, and the progress their children make. Staff find highly effective ways to help parents support children's learning at home. For example, staff send home song sheets so children can practise the words and actions to songs they will be learning at nursery.

What the setting must and should do next

The provider should:

• plan and deliver a more effective programme of experiences that help children learn about the similarities and differences between themselves and others
• help children gain an early understanding of online safety, to enhance their understanding of their own personal safety.