The Lime Trees at Bramton Cortonwood Infant School

The Lime Trees at Bramton Cortonwood InfantSchool
Unique reference number (URN): 2800744
Address: Cortonwood Cp School, Chapel Avenue, Brampton, Barnsley, S73 0XH
Type: Childcare on non-domestic premises
Registered with Ofsted: 18/07/2024
Registers: EYR, CCR, VCR
Registered person: The Lime Trees Group CIC
Inspection report: 3 June 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement

Strong standard
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.
How we evaluate safeguarding
When we inspect settings for safeguarding, they can have the following outcomes:
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.
Achievement Strong standard
All children are making consistent progress from their starting points. Staff are
knowledgeable about individual children and adapt to meet their needs, particularly those of
children with special educational needs and/or disabilities, those who speak English as an
additional language, and children known (or previously known) to children's social care.
Staff care about individual children and are deployed exceptionally well so that all children
are consistently involved in language, play and learning. They use songs and rhymes to
encourage children to join in interactions. As a result, children demonstrate high levels of
confidence and develop positive attitudes to learning. Staff monitor progress carefully so
that they can identify experiences and approaches that have the greatest impact. They
share information with other professionals and carers and celebrate children's
achievements.
Staff collaborate closely with the host school to support smooth and well-informed
transitions. Teachers visit regularly to learn about children and get to know them. As a result,
transitions are carefully planned and all children are well prepared for the next stage of their
learning.
Behaviour, attitudes and establishing routines Strong standard
Staff are consistent and kind. They have embedded a calm, structured and stimulating
environment for children. Staff build close bonds with children and their families. As a result,
children feel valued and know what to expect. Staff have established routines and are
consistent in their approach so that children feel safe and understand what is happening
now and next. As a result, children have confidence in their abilities and the freedom to
explore and learn.

Behaviour is excellent. Children show they feel safe as they enjoy developing
independence. They learn to take turns and help each other. Staff speak clearly and give
children time to process information, make decisions and exercise choice. For example,
children decide which bin to put food waste in. Staff give specific praise so that learning is
reinforced and children are eager to learn and achieve.
Children enjoy group sessions where they learn about each other and the natural world.
Staff model positive behaviour. Children listen, take turns and share resources. Staff sit
alongside children so that they can support them effectively, particularly those with special
educational needs and/or disabilities.
Staff monitor attendance closely and follow up absence promptly because they recognise
the importance of consistency. Leaders adapt to meet the needs of families and their
working patterns.
Staff work hard to ensure that children are settled, happy and make positive progress from
their emotional starting points.
Children's welfare and wellbeing Strong standard
Children and families develop secure and responsive relationships with staff. They are
greeted each day and staff give them time, support and empathy. This promotes their
wellbeing. Parents say that they know staff well and appreciate the 'endless' support and
guidance they receive.
Leaders and staff have implemented a framework that supports children and families to
thrive. Children and staff feel part of a community of care where everyone is valued and
supported. Staff recognise the impact of the setting's empathetic ethos as children develop a
sense of belonging and self-belief.
Staff take the time to know every child and their family. They show empathy and work
collaboratively to offer support and kindness. Staff have established clear routines so that
children know what is happening now and next. Children start the day in small groups,
listening to stories and exploring sensory experiences, such as rolling play dough. Staff sit
alongside children as they settle. As a result, children feel safe and develop a strong sense
of wellbeing.
Children sit together and enjoy the social aspects of mealtimes. Staff monitor allergies and
dietary preferences and teach children about healthy choices. They share information with
parents about healthy eating to promote good health and nutrition. Children develop
independence as they learn to do things for themselves, such as pouring drinks. Staff adapt
to meet individual needs. They place equipment on the drainer so that even the youngest
children can practise pouring.
Children have opportunities to develop physical skills through outdoor play. They learn to put
on coats and shoes and enjoy playing in the rain. Children develop confidence and self-
belief as they calmly recover from trips and falls. Staff teach children to recognise, express
and manage their emotions. Children explore feelings such as 'sadness' and 'nervousness'.
Staff skilfully use stories to engage children. During circle time, children are captivated by a
dragon who invites them to talk about how they feel. Children treat the dragon with
tenderness as they take turns to cradle the toy and share their feelings. Staff interpret and

adapt questions so that all children are included. Interactions are meaningful and authentic
as children think and respond.
Curriculum and teaching Strong standard
Leaders have created an ambitious curriculum that is adapted to meet the needs of each
child. Staff identify children's next steps in learning so that teaching is focused and effective.
Teaching is highly effective. Staff focus on the prime areas of learning as children settle and
learn to enjoy, participate and communicate. Staff are knowledgeable about individual
children, particularly those with special educational needs and/or disabilities (SEND) and
those who speak English as an additional language (EAL). Staff are interested in children
and their families so that interactions are authentic and meaningful. As a result, children
have a sense of belonging and feel valued.
Communication and language are particular strengths. Children use language well and have
opportunities to express their ideas, interests and feelings. Staff give children time to listen,
process information and respond.
Staff plan for learning carefully. They keep records of children's interactions so that they can
monitor progress and review the impact of repeated activities. Staff use songs, rhymes and
repetition to support learning and the development of language. They speak clearly, model
language effectively and use sign language so that even the youngest children and those
with SEND and/or EAL understand what is happening now and what will happen next. Staff
sit alongside children and adapt to suit the mood and needs of individual children. As a
result, children enjoy group sessions and are eager to join in. Staff playfully introduce props
as they read a focused story. Children gleefully call out key phrases and learn new
vocabulary, such as 'telescope'. Staff encourage children to listen, count on their fingers,
practise unfamiliar words and take turns as they look for the shark in the park. Staff give
children specific praise so that they understand what they are being praised for and feel
valued.
Staff observe children and speak with parents daily. They recognise children's interests and
strengths and skilfully extend activities so that children remain challenged and engaged.
Staff share learning packs and ideas with parents to promote continuity and learning at
home.
Inclusion Strong standard
Leaders and staff work tirelessly to promote an open and positive culture of inclusion.
Leaders understand the context of the community and support staff effectively. Staff are
skilful at identifying, assessing and meeting the emerging needs of children, particularly
those with special educational needs and disabilities (SEND), those from disadvantaged
backgrounds and children known, or previously known, to social care. Staff create plans for
children's learning and review progress regularly so that they can assess the impact of the
interventions they provide.
Staff are dedicated to children and families. They build close, reciprocal relationships with
carers so that all children and families are included and barriers to learning are reduced.

They make prompt referrals, monitor progress and signpost parents to additional services,
such as support groups and meetings. Parents value this help and say that they trust staff
and can share information freely.
Staff have a deep knowledge of the family support services available, SEND requirements
and strategies for children who speak English as an additional language (EAL). Staff take
time to learn words and songs in children's home languages so that children with EAL feel
valued and settle quickly.
Staff work closely with other professionals and the host school. For example, health visitors
hold a weekly session on site where they build relationships within the community, share
information and provide guidance for staff and parents. Teachers are welcomed into the
setting and make weekly visits so that they can learn about children and get to know them.
As a result, transitions to school are smooth.
All children are included and make consistent progress from their starting points, particularly
those with SEND and those from disadvantaged backgrounds. As a result, barriers to
learning and wellbeing are reduced and children participate fully in the life of the setting.
Leadership and governance Strong standard
Changes to the leadership of the setting have led to improvements in opportunities for
professional development, the review of staff performance and the identification of areas for
further development.
Leaders and staff take effective action to identify and implement support for children and
families. They prioritise staff wellbeing and recognise the effort and commitment of staff.
Leaders use additional funding to employ extra staff and purchase resources for children
with emerging special educational needs and/or disabilities. This includes sensory resources
that help children learn to regulate their emotions.
Leaders have established effective policies that are reviewed regularly. They implement safe
recruitment practices and support staff through appraisal and supervision meetings, where
they identify staff needs, interests and aspirations. Leaders offer specialist guidance and
value the strengths of staff and their commitment to continual improvement.
Leaders and staff are committed to improving the lives of young children through high-
quality care, support and teaching. Staff are proud of their achievements and access training
through the company, as well as additional professional development opportunities, so that
they continue to improve their practice. Recent examples include yoga for children and
accredited special educational needs and/or disabilities training.
Leaders and staff are empathetic. They go above and beyond to build partnerships with
families. They have exceptionally strong relationships with other professionals and the host
school so that children and families receive coordinated support and transitions to school
are smooth. This includes on-site health visitor sessions and regular visits from teachers.
Leaders recognise the importance of consistent attendance. Registers are accurate and
absence is followed up promptly, ensuring that any patterns of non-attendance are quickly

identified and addressed. As a result, children benefit from continuity in their learning and
develop secure relationships with staff, supporting their progress and sense of belonging.
Compulsory Childcare Register requirements
This setting has met the requirements of the compulsory part of the Childcare Register.
How we check if a provider meets the requirements of the Compulsory Childcare
Register
When we check if settings meet the Compulsory Childcare Register requirements, they can
have the following outcomes:
Met
Not met
Voluntary Childcare Register requirements
This setting has met the requirements of the voluntary part of Childcare Register.
How we check if a provider meets the requirements of the Voluntary Childcare
Register
When we check if settings meet the Voluntary Childcare Register requirements, they can
have the following outcomes:
Met
Not met
What it's like to be a child at this setting
Children arrive happily and are greeted by caring staff who welcome them into this nurturing
environment. They are well cared for, eager to join in and ready to play. Children develop
positive relationships with their key person and other staff and are confident learners. They

demonstrate that they feel safe and valued as they make choices and describe their play.
Children have a strong sense of belonging. Their emotional needs are understood by staff.
They start the day in small groups, exploring sensory resources and listening to stories as
they settle.
Children enjoy a wealth of opportunities to extend their physical skills and learn about the
natural world outdoors. They develop independence as they practise putting on coats and
hoods ready to play in the rain. Children have opportunities to develop resilience and self-
care, for example as they recover from a fall and carry on with their play. They enjoy positive
interactions alongside staff and, as a result, are confident and curious learners. Children
know what is expected. They are polite, learn to take turns and are kind to each other.
Interactions are unhurried so that children have time to listen, process information and follow
instructions. As a result, even the youngest children are able to help and feel pride in their
accomplishments, for example as they stretch up on tiptoe to put their cup in the sink.
Children, especially those with special educational needs and/or disabilities (SEND), are
supported exceptionally well so that they are involved and included. All children make
consistent progress from their starting points and thrive in this calm and engaging learning
environment.
Leaders and staff have created a community of care and have developed close partnerships
with parents, other professionals and the host school. Parents appreciate the information,
ideas and support that staff offer. They work together so that approaches to care and
attendance are consistent. Parents are grateful for the care, empathy and support provided
for children with SEND. Children enjoy visits from teachers who get to know them well so
that transitions to school are smooth.
Next steps
Leaders should continue to build on their successful work to reduce barriers for children
and families so that its impact on children's achievement and wellbeing is sustained over
time and becomes increasingly transformational.
About this inspection
The inspector spoke with leaders, practitioners, special educational needs coordinator,
parents and children during the 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.

Inspector:
Caroline Brooks
About this setting
Unique reference number (URN): 2800744
Address:
Cortonwood Cp School
Chapel Avenue, Brampton
Barnsley
S73 0XH
Type: Childcare on non-domestic premises
Registration date: 18/07/2024
Registered person: The Lime Trees Group CIC
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00
Local authority: Rotherham
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 3 June 2026
Children numbers
Age range of children at the time of inspection
2 to 11
Total number of places
15

Our grades explained
Exceptional
Practice is exceptional: of the highest standard nationally. Other settings can learn from it.
Strong standard
The setting reaches a strong standard. Leaders are working above the standard expected of
them.
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.
Needs attention
The expected standards are not met but leaders are likely able to make the necessary
improvements.
Urgent improvement
The setting needs to make urgent improvements to provide the expected standard of
education and/or care.
The Office for Standards in Education, Children's Services and Skills (Ofsted) inspects
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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