Cherry Tree Day Nursery — Ofsted Nursery Tracker

Grades by area

Inclusion

Strong standard

Leaders demonstrate a highly effective and deeply embedded approach to identifying, assessing and meeting children's needs. They have rigorous systems in place to remove barriers to children's learning. Leaders prioritise early identification and precise ongoing monitoring. This ensures staff recognise children's emerging needs swiftly and adapt provision without delay. Staff use high-quality observations and assessments to inform individualised support that matches each child's stage of development. Leaders and staff work in close partnership with parents and carers and external agencies. This ensures timely, coordinated and impactful support for children. Staff support children with special educational needs and/or disabilities very effectively through carefully tailored strategies and clearly defined support plans. They demonstrate an in-depth understanding of children's individual needs. Staff consistently adapt teaching approaches, environments and resources to maximise children's engagement and progress. They actively champion inclusion and independence. For example, staff narrate alongside childrens play, exposing them to language during their interactions. This ensures all children fully access the curriculum and experiences on offer. Staff provide highly effective support for children facing additional barriers to learning or wellbeing, including social, emotional and communication needs. They deliver nurturing and consistent care alongside well-targeted interventions. For example, staff recognise challenges parents may face at home. They proactively share practical resources and strategies, such as visual timetables, to ensure continuity and children's sustained progress. Leaders create a fully inclusive, aspirational environment where every child thrives and makes sustained progress from their starting points.

Achievement

Expected standard

Children generally participate purposefully in learning while at nursery. Children, including those with special educational needs and/or disabilities (SEND), engage confidently with activities that are adapted to meet their individual needs. They communicate with increasing confidence and develop physical coordination. They build secure relationships as they learn to share, take turns and show empathy. Children begin to enjoy stories and rhymes and develop mathematical understanding through play. They investigate the world around them and express themselves creatively. Older children enjoy dressing up as people who help them. They develop their understanding of the world, while creating imaginative narratives with their friends. Children develop independence as they manage their own self-care, such as removing their wellington boots and coats after garden play. With effective support, all children, including those with SEND, typically made steady progress alongside their peers. All children typically develop the essential knowledge and skills for their age and stage. They become increasingly independent, resilient and curious. This ensures children are well prepared, confident and ready to move on to the next stage of their learning.

Behaviour, attitudes and establishing routines

Expected standard

Staff typically establish clear routines that help children to feel safe, secure and ready to learn. Leaders generally provide a clear oversight of behaviour and expectations. This creates a calm and nurturing environment. Leaders and staff implement an effective key-person system. Staff know all children very well and use their knowledge of each child to support their needs. Staff carefully tailor transitions, including when families start at the nursery and when children move to older rooms. This helps children to settle quickly, confidently and feel secure in the nursery. Staff build warm and trusting relationships with children and their families. They model and reinforce positive behaviour. For example, when babies have a disagreement over a toy, staff support them to share effectively. When older children accidentally bump into a friend, they independently say 'sorry' and check their friends are okay before moving on. Staff support children to learn to share, take turns and show respect for others. Inclusive approaches help to ensure that all children, including those with special educational needs and/or disabilities, access routines and expectations successfully. Staff generally promote positive attitudes to learning by encouraging children's curiosity, sustained attention and perseverance. They use established routines to support smooth transitions and work closely with parents and carers to promote positive attendance. Children develop resilience, skills to regulate their emotions and confidence in their learning.

Children's welfare and wellbeing

Expected standard

Staff typically prioritise children's welfare and wellbeing through clear leadership and effective care practices. Leaders set clear expectations to help ensure that staff implement procedures that promote children's safety, health and emotional wellbeing. Staff create a warm and nurturing environment where children feel valued and secure. This supports children's confidence to explore and engage in learning. Children of all ages have daily access to outdoor areas. This supports children's physical wellbeing and provides them with opportunities for fresh air and active play. Staff develop positive and responsive relationships with children. This helps children to feel safe and valued. Children enjoy discussions with friends and staff. They are confident to approach staff for support. Staff use the key-person approach effectively to build a clear understanding of each child. This enables staff to respond thoughtfully to their emotional and physical needs. Staff support healthy lifestyles through daily routines, including handwashing, rest, safer eating and safer sleep practices. They adapt mealtimes effectively to support children with special educational needs and/or disabilities, enabling them to join their peers, even if only for short periods. However, staff do not consistently use mealtimes as a learning experience for all children. Babies do not always have opportunities to socialise with their peers. Also, staff do not routinely support older children to develop independence in cutting their food and using cutlery in preparation for the next stage of learning.

Curriculum and teaching

Expected standard

Leaders and staff typically construct and deliver a curriculum with a clear and ambitious vision for high-quality early education. They set expectations, monitor practice closely and support staff through ongoing professional development. Leaders build a reflective culture where staff evaluate their work, share expertise during regular staff meetings and take responsibility for improving outcomes for all children. Staff design a curriculum that reflects children's developmental stages, interests and prior experiences. They typically sequence children's learning carefully. This helps children to build knowledge and skills over time, and staff use what they already know about children to inform planning. For example, babies develop physical skills and learn to take risks when they climb and explore in the soft-play room. Older children develop their listening and attention skills when they take part in small-group activities. Staff encourage children to recall their home experiences and confidently share these with the small group. Staff balance adult-led activities with opportunities for child-initiated play. This ensures the curriculum remains engaging and meaningful. Staff generally support learning through positive interactions, modelling and questioning. However, staff do not consistently consider a range of ways to model and extend children's learning. They typically rely too heavily on questioning rather than purposeful interactions. This does not consistently extend and deepen children's understanding.

Leadership and governance

Expected standard

Leaders typically provide clear direction for the setting and place children and families at the centre of their practice. They are approachable and supportive, helping staff, children and families feel valued and listened to. Leaders ensure that daily provision reflects the setting's focus and meets the needs of those who attend. They monitor provision, identify areas for development and strive for steady improvements in the quality of care and learning. Leaders implement robust safeguarding procedures. They ensure staff understand their responsibilities and act promptly to keep children safe. Leaders prioritise staff wellbeing and manage their workload effectively. They deploy staff efficiently and set manageable expectations. Staff feel supported, which contributes to a positive and stable working environment. Leaders implement clear induction procedures. They provide ongoing professional development opportunities that enhance staff knowledge and skills. For example, staff attend targeted training, including specific baby training, to strengthen their understanding of early development and care practices. Staff share learning from training during regular meetings, where they discuss children, room practice and curriculum planning. Leaders build effective partnerships with parents and carers and external agencies. They know families well and tailor support to meet a range of needs, recognising different family structures and circumstances. Leaders work closely with external professionals to secure timely and appropriate support. They organise regular parents' evenings and use an online app to maintain ongoing communication about children's care and development. Parents share positive feedback about the setting and staff, and the progress their children make. They feel informed and involved in their child's experiences at nursery.

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

Children feel safe, secure and well cared for in this home-from-home and nurturing environment. They build warm and trusting relationships with staff, who respond sensitively to their needs and provide reassurance when needed. Children develop positive social skills as they play alongside their peers. They learn to share, take turns and show kindness. For example, children engage with music and movement alongside their peers and follow simple instructions. Children engage positively in their learning. They show curiosity as they explore the environment. Children take part in meaningful experiences that support their development. This helps them to build the knowledge and skills needed for their next steps. For example, babies identify their picture when they self-register, while older children recognise the letters in their names as they find and select them. Staff support inclusion effectively. Children, including those with special educational needs and/or disabilities, take part in all aspects of the setting. Staff adapt experiences to meet individual needs and reduce barriers to their learning. This enables children to make progress from their starting points. Babies and children learn to identify their own needs. For example, when they need a drink, they independently access their own water bottles. Children feel a secure sense of belonging. They confidently approach caring staff for support. They enjoy positive interactions with both staff and peers. Children enjoy listening to stories read by staff. Families feel welcomed and contribute to children's learning. This helps children to feel valued and understood. Children behave well and demonstrate positive attitudes to learning. They sustain attention, show resilience and take pride in their achievements. Staff act as role models and support children to make positive choices about their behaviour. Children attend regularly, which supports continuity in their learning and development. Children thrive in an environment that recognises and celebrates their individuality.

Next steps

Leaders should ensure staff use mealtimes as social experiences, to support children's independence and provide resources to prepare children for the next stages of their learning. Leaders should support staff to use a wider range of purposeful interactions, including modelling, to extend and deepen children's learning.

About this inspection

The inspector spoke with leaders, staff, the special educational needs coordinator, parents and carers 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.

About this setting

URN: 135969
Address: 7 Lodge Road Yate Bristol BS37 7LE
Type: Childcare on Non-Domestic Premises, Full day care
Registration date: 01/04/1995
Registered person: Mullen, Jeanette Mary
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00
Local authority: South Gloucestershire

Facts and figures

Age range at inspection: 1 to 4
Total places: 48

Data from 11 June 2026

Cherry Tree Day Nursery Unique reference number (URN): 135969 Address: 7 Lodge Road, Yate, Bristol, BS37 7LE Type: Childcare on non-domestic premises Registered with Ofsted: 01/04/1995 Registers: EYR, CCR, VCR Registered person: Mullen, Jeanette Mary Inspection report: 11 June 2026 Exceptional Strong standard Expected standard Needs attention Urgent improvement 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. Strong standard Expected standard Inclusion Strong standard Leaders demonstrate a highly effective and deeply embedded approach to identifying, assessing and meeting children's needs. They have rigorous systems in place to remove barriers to children's learning. Leaders prioritise early identification and precise ongoing monitoring. This ensures staff recognise children's emerging needs swiftly and adapt provision without delay. Staff use high-quality observations and assessments to inform individualised support that matches each child's stage of development. Leaders and staff work in close partnership with parents and carers and external agencies. This ensures timely, coordinated and impactful support for children. Staff support children with special educational needs and/or disabilities very effectively through carefully tailored strategies and clearly defined support plans. They demonstrate an in-depth understanding of children's individual needs. Staff consistently adapt teaching approaches, environments and resources to maximise children's engagement and progress. They actively champion inclusion and independence. For example, staff narrate alongside childrens play, exposing them to language during their interactions. This ensures all children fully access the curriculum and experiences on offer. Staff provide highly effective support for children facing additional barriers to learning or wellbeing, including social, emotional and communication needs. They deliver nurturing and consistent care alongside well-targeted interventions. For example, staff recognise challenges parents may face at home. They proactively share practical resources and strategies, such as visual timetables, to ensure continuity and children's sustained progress. Leaders create a fully inclusive, aspirational environment where every child thrives and makes sustained progress from their starting points. Achievement Expected standard Children generally participate purposefully in learning while at nursery. Children, including those with special educational needs and/or disabilities (SEND), engage confidently with activities that are adapted to meet their individual needs. They communicate with increasing confidence and develop physical coordination. They build secure relationships as they learn to share, take turns and show empathy. Children begin to enjoy stories and rhymes and develop mathematical understanding through play. They investigate the world around them and express themselves creatively. Older children enjoy dressing up as people who help them. They develop their understanding of the world, while creating imaginative narratives with their friends. Children develop independence as they manage their own self-care, such as removing their wellington boots and coats after garden play. With effective support, all children, including those with SEND, typically made steady progress alongside their peers. All children typically develop the essential knowledge and skills for their age and stage. They become increasingly independent, resilient and curious. This ensures children are well prepared, confident and ready to move on to the next stage of their learning. Behaviour, attitudes and establishing routines Expected standard Staff typically establish clear routines that help children to feel safe, secure and ready to learn. Leaders generally provide a clear oversight of behaviour and expectations. This creates a calm and nurturing environment. Leaders and staff implement an effective key- person system. Staff know all children very well and use their knowledge of each child to support their needs. Staff carefully tailor transitions, including when families start at the nursery and when children move to older rooms. This helps children to settle quickly, confidently and feel secure in the nursery. Staff build warm and trusting relationships with children and their families. They model and reinforce positive behaviour. For example, when babies have a disagreement over a toy, staff support them to share effectively. When older children accidentally bump into a friend, they independently say 'sorry' and check their friends are okay before moving on. Staff support children to learn to share, take turns and show respect for others. Inclusive approaches help to ensure that all children, including those with special educational needs and/or disabilities, access routines and expectations successfully. Staff generally promote positive attitudes to learning by encouraging children's curiosity, sustained attention and perseverance. They use established routines to support smooth transitions and work closely with parents and carers to promote positive attendance. Children develop resilience, skills to regulate their emotions and confidence in their learning. Children's welfare and wellbeing Expected standard Staff typically prioritise children's welfare and wellbeing through clear leadership and effective care practices. Leaders set clear expectations to help ensure that staff implement procedures that promote children's safety, health and emotional wellbeing. Staff create a warm and nurturing environment where children feel valued and secure. This supports children's confidence to explore and engage in learning. Children of all ages have daily access to outdoor areas. This supports children's physical wellbeing and provides them with opportunities for fresh air and active play. Staff develop positive and responsive relationships with children. This helps children to feel safe and valued. Children enjoy discussions with friends and staff. They are confident to approach staff for support. Staff use the key-person approach effectively to build a clear understanding of each child. This enables staff to respond thoughtfully to their emotional and physical needs. Staff support healthy lifestyles through daily routines, including handwashing, rest, safer eating and safer sleep practices. They adapt mealtimes effectively to support children with special educational needs and/or disabilities, enabling them to join their peers, even if only for short periods. However, staff do not consistently use mealtimes as a learning experience for all children. Babies do not always have opportunities to socialise with their peers. Also, staff do not routinely support older children to develop independence in cutting their food and using cutlery in preparation for the next stage of learning. Curriculum and teaching Expected standard Leaders and staff typically construct and deliver a curriculum with a clear and ambitious vision for high-quality early education. They set expectations, monitor practice closely and support staff through ongoing professional development. Leaders build a reflective culture where staff evaluate their work, share expertise during regular staff meetings and take responsibility for improving outcomes for all children. Staff design a curriculum that reflects children's developmental stages, interests and prior experiences. They typically sequence children's learning carefully. This helps children to build knowledge and skills over time, and staff use what they already know about children to inform planning. For example, babies develop physical skills and learn to take risks when they climb and explore in the soft-play room. Older children develop their listening and attention skills when they take part in small-group activities. Staff encourage children to recall their home experiences and confidently share these with the small group. Staff balance adult-led activities with opportunities for child-initiated play. This ensures the curriculum remains engaging and meaningful. Staff generally support learning through positive interactions, modelling and questioning. However, staff do not consistently consider a range of ways to model and extend children's learning. They typically rely too heavily on questioning rather than purposeful interactions. This does not consistently extend and deepen children's understanding. Leadership and governance Expected standard Leaders typically provide clear direction for the setting and place children and families at the centre of their practice. They are approachable and supportive, helping staff, children and families feel valued and listened to. Leaders ensure that daily provision reflects the setting's focus and meets the needs of those who attend. They monitor provision, identify areas for development and strive for steady improvements in the quality of care and learning. Leaders implement robust safeguarding procedures. They ensure staff understand their responsibilities and act promptly to keep children safe. Leaders prioritise staff wellbeing and manage their workload effectively. They deploy staff efficiently and set manageable expectations. Staff feel supported, which contributes to a positive and stable working environment. Leaders implement clear induction procedures. They provide ongoing professional development opportunities that enhance staff knowledge and skills. For example, staff attend targeted training, including specific baby training, to strengthen their understanding of early development and care practices. Staff share learning from training during regular meetings, where they discuss children, room practice and curriculum planning. Leaders build effective partnerships with parents and carers and external agencies. They know families well and tailor support to meet a range of needs, recognising different family structures and circumstances. Leaders work closely with external professionals to secure timely and appropriate support. They organise regular parents' evenings and use an online app to maintain ongoing communication about children's care and development. Parents share positive feedback about the setting and staff, and the progress their children make. They feel informed and involved in their child's experiences at nursery. 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 feel safe, secure and well cared for in this home-from-home and nurturing environment. They build warm and trusting relationships with staff, who respond sensitively to their needs and provide reassurance when needed. Children develop positive social skills as they play alongside their peers. They learn to share, take turns and show kindness. For example, children engage with music and movement alongside their peers and follow simple instructions. Children engage positively in their learning. They show curiosity as they explore the environment. Children take part in meaningful experiences that support their development. This helps them to build the knowledge and skills needed for their next steps. For example, babies identify their picture when they self-register, while older children recognise the letters in their names as they find and select them. Staff support inclusion effectively. Children, including those with special educational needs and/or disabilities, take part in all aspects of the setting. Staff adapt experiences to meet individual needs and reduce barriers to their learning. This enables children to make progress from their starting points. Babies and children learn to identify their own needs. For example, when they need a drink, they independently access their own water bottles. Children feel a secure sense of belonging. They confidently approach caring staff for support. They enjoy positive interactions with both staff and peers. Children enjoy listening to stories read by staff. Families feel welcomed and contribute to children's learning. This helps children to feel valued and understood. Children behave well and demonstrate positive attitudes to learning. They sustain attention, show resilience and take pride in their achievements. Staff act as role models and support children to make positive choices about their behaviour. Children attend regularly, which supports continuity in their learning and development. Children thrive in an environment that recognises and celebrates their individuality. Next steps Leaders should ensure staff use mealtimes as social experiences, to support children's independence and provide resources to prepare children for the next stages of their learning. Leaders should support staff to use a wider range of purposeful interactions, including modelling, to extend and deepen children's learning. About this inspection The inspector spoke with leaders, staff, the special educational needs coordinator, parents and carers 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: Sarah-Louise Clements About this setting Unique reference number (URN): 135969 Address: 7 Lodge Road Yate Bristol BS37 7LE Type: Childcare on non-domestic premises Registration date: 01/04/1995 Registered person: Mullen, Jeanette Mary Register(s): EYR, CCR, VCR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00 Local authority: South Gloucestershire Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 11 June 2026 Children numbers Age range of children at the time of inspection 1 to 4 Total number of places 48 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. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk. You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk. This publication is available at https://reports.ofsted.gov.uk. Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn. Piccadilly Gate Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted © Crown copyright 2026 © Crown copyright