Oak Tree Day Nursery

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About Oak Tree Day Nursery

Name Oak Tree Day Nursery
Ofsted Inspections
Address 30 Cecil Street, Rothwell, Kettering, NN14 6EZ
Phase Childcare on Non-Domestic Premises, Full day care
Gender Mixed
Local Authority NorthNorthamptonshire
Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children settle quickly when they arrive at the nursery. Staff provide a warm welcome for them.

Children feel secure and confident, and know they can go to staff if they need comfort and reassurance. Staff have high expectations for all children. They help them to develop independence skills throughout their time at the nursery.

Younger children choose their own toys from the low-level units. Older children put their own waterproof suits and boots on ready for playing outside. Older children enjoy joining in with familiar stories with enjoyment and are keen to share what happens next in the story.

They use pup...pets and 'story spoons' to act out parts of the story with their friends. Younger children choose books which staff read to them as they look at the pictures. Younger children explore the chalkboard with water and different brushes.

They show excitement as they make marks and watch as they start to disappear. They explore scented foam and toy vehicles, and are curious about the way the wheels of trains and cars move. Children show sustained interest in making a stacking tower with coloured rings.

They watch as an adult shows them what to do, using the adult's hand to guide them. This support gives children confidence to have a go themselves and they smile when they succeed.

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

Staff observe children at play and find out what they already know and what they need to do next.

They share this information with parents. Parents say they find the staff friendly and approachable, and that daily conversations are held about what their child has been learning. They say that staff are keen to find out about their children's interests, so that they know how to engage and motivate them in their learning.

Children have a good understanding of behaviour expectations in the nursery. Outside, children share planks of wood and take turns in placing them on tyres to build a bridge. They are beginning to resolve conflicts independently, for example, by helping each other to find more planks of wood so that everyone can have a go.

Staff praise children and celebrate achievements within the setting and also those that happen at home. Older children look forward to finding out who is 'Star of the Week' and excitedly point out where certificates are displayed in the nursery.Staff successfully broaden children's experiences.

Older children enjoy visits from a staff member's dog. They have discovered how the dog needs to be looked after and have taken it on walks around the local area. This has supported children who have been frightened of dogs and has developed their confidence.

Children are encouraged to be independent. At lunchtime, they talk to members of staff about the different foods they are eating and share their personal likes and dislikes. They talk about healthy choices and comment that fruit juice is good for them.

The nursery staff and children attend many community events, such as the local Christmas tree festival. They visit the local library to borrow books in other languages to support children who speak English as an additional language.Children with additional needs are fully supported in the setting.

Staff are keen to find out about how they can meet each child's needs. They speak to parents to find out about activities they are doing at home to ensure the nursery's approach is consistent. Staff are sensitive to children's needs.

They encourage them patiently and praise them constantly.The manager is committed to staff's well-being, and staff know they can discuss any concerns they have with her informally at any time. If extra support is needed, the manager helps to put this in place and regularly monitors the effectiveness of this.

The manager and her team provide verbal feedback to staff about how activities have gone. However, this approach is not regular or established in the setting, which means that staff are not always informed about how they can improve their practice.Staff are keen to ask suitable questions to help children extend their learning.

However, occasionally, opportunities are missed for interaction with the younger children.


The arrangements for safeguarding are effective.Staff have completed safeguarding training and understand how to recognise the possible signs and symptoms of abuse.

They know who they should report concerns to and are confident to do so, if needed. Designated safeguarding leaders work well with outside agencies and follow procedures if they identify a child needs additional support. The manager ensures all staff are aware of any updates to safeguarding training.

Staff check the outdoor area is safe before allowing children to go outside. The manager explained the process she follows when recruiting new members of staff.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nenhance the monitoring of staff performance and provide feedback about what they have done well and what they need to improve provide younger children with consistent interaction to ensure they are engaged in their learning.

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