URN 2605556 · Inspected 2026-06-09 · Published 2026-07-29 · Inspector: Michelle Lorains
Appletree Day Care Ltd Unique reference number (URN): 2605556 Address: Elm Tree Community Centre, Elm Tree Avenue, Stockton-on-Tees, TS19 0UW Type: Childcare on non-domestic premises Registered with Ofsted: 04/12/2020 Registers: EYR, CCR, VCR Registered person: Appletree Day Care Ltd Inspection report: 9 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. Expected standard Achievement Expected standard Children make adequate progress across every area of their learning and in relation to their starting points. They are supported to develop the skills they need to start school. For example, children begin to use the toilet and develop self-care skills and social skills. They show an understanding of behavioural expectations and can listen and follow instructions appropriately. Typically, children make appropriate progress in their communication and language development. However, more focus is needed for children with delay in this area of their learning to help them thrive and achieve their full potential. Generally, children are supported to use mathematical language during their everyday routine and activities. Staff model number names and ask children how many cups and plates are needed at lunch. Children begin to develop an understanding of the wider world. For example, they thoroughly enjoy role-playing in the 'hospital' and use early writing skills to create prescriptions. Older children act out parts of their favourite story with staff and can recall what happens next, using some of the key language. Behaviour, attitudes and establishing routines Expected standard All children show they feel safe and happy with staff in the nursery. They are enthusiastic to come in each day, and parents and carers say their children often talk about the nursery at home. Leaders encourage families to bring children regularly, and they attend well. They provide flexibility, which helps families and children to access their full funding entitlement. This has a positive impact on children's learning and development. Although staff are aware of any barriers to children's learning and their changing circumstances, they do not consistently adapt routines to meet their needs. For instance, they attempt to stop young children from sleeping in the morning as the room is too noisy, and, typically, children sleep after lunch. Overall, children's behaviour is positive. They benefit from being with the staff team, which is kind, caring and nurturing. Children are encouraged to be kind to each other, and staff help them to resolve minor conflicts. They develop positive relationships with each other and benefit from the praise staff offer when they are well mannered. Typically, children have positive levels of self-confidence and self-esteem. They are keen to join in with activities and demonstrate a positive attitude to learning. Staff use opportunities to build on their learning. For instance, when it starts to hail outdoors, they collect the stones in a bowl for children to explore. Indoors, children point to pictures, and staff talk to them about different types of weather they can see. Children's welfare and wellbeing Expected standard Leaders and staff typically promote children's health and welfare. Babies are happy and confident as they explore their surroundings. Staff gather detailed information from parents before they start, and children benefit from flexible settling-in visits. Overall, staff know their key children very well and meet their care needs effectively. However, there are times when young children are tired, and although they are provided with their comfort items, staff do not adjust the routine accordingly. This means some children are too tired to fully participate in experiences, and this has an impact on their emotions. Mealtimes are sociable and enjoyable for children. Children demonstrate positive behaviour, independence and self-help skills, such as pouring their own water and using cutlery effectively. Staff provide gentle reminders that help to keep children safe. For instance, they remind children the food is hot as they serve themselves. Children eat healthy, freshly cooked meals and learn about healthy habits for the future. Staff talk to them about the importance of eating vegetables. Children take part in tooth brushing each day and learn about oral hygiene routines. Children develop a range of physical skills. This is a strength of the curriculum. Children enjoy the fresh air each day and spend time learning in the garden. For instance, babies are supported to stand and to walk. Toddlers show enjoyment as they practise tipping, pouring, filling and emptying water. Indoors, older children use effective small-muscle skills as they begin to hold their pens to practise early writing skills. Curriculum and teaching Expected standard Leaders and staff generally provide a curriculum that is sequenced and interesting for children. Overall, children develop the skills they need for the next stages in their learning. There is an appropriate balance of adult-led and child-initiated activities on offer. Staff plan activities that focus on helping children to build on their existing skills and interests. For instance, toddlers enjoy the sensory experience as they chop spaghetti, and staff model how to open and close scissors to make snips. This is later extended for older children as staff challenge them to cut rectangles and smaller sections of paper. Children hand out their 'tickets' and use their imagination as they practise their scissor skills. Staff who work with babies focus on helping them to build solid foundations for the future, such as helping them to develop physical skills and confidence. Babies show delight as they begin to walk unaided, and they become steady on their feet. Staff are always close by and offer praise and reassurance. Babies show enjoyment as they join in with the actions for familiar songs and sit on staff's knees as they turn the pages in books. Young children show enjoyment and enthusiasm as they participate in small-group circle time. Staff use this time effectively to support children's communication and language development. However, this support is not consistent. For example, there are times when staff focus their interactions on children who speak very well, and children who have limited vocabulary engage less. Inclusion Expected standard Leaders and staff identify areas of potential delay in children's learning and typically make swift referrals to appropriate professionals. Children with known special educational needs and/or disabilities (SEND) are supported effectively. Leaders provide one-to-one staff for children with SEND using the extra funding they receive. This helps staff to keep children safe and settled in the nursery. Overall, children benefit from positive partnership working between the nursery staff, other professionals and their families. For example, parents are well informed about children's progress, and staff use strategies learned from other professionals to help regulate children's emotions. This helps to promote consistency for children. Typically, parents are happy with the support they receive. For instance, leaders and staff help families to obtain early healthcare plans for children. This helps to ensure that children with SEND have access to the right support in the nursery and when they start school. Key staff are aware of how to meet children's needs, particularly children with SEND, and generally make appropriate adaptations for them. For instance, they show children physical objects to help them know what is happening next in their routine. However, there are times when children with language delay are not supported consistently. Overall, staff benefit from training and support that helps them meet a wide range of individual needs and ensures that children receive consistent support throughout the day. Leadership and governance Expected standard Generally, leaders have a clear overview of the provision and know what works well and areas they would like to develop. For example, they are aware that parents would benefit from more consistent information about their children's learning and discuss how they plan to enhance the baby room garden. Leaders maintain positive partnerships with other professionals, such as those who work with children with special educational needs and/or disabilities, and local schools. This helps them to support staff to meet children's individual needs and promote smooth transitions when children are ready to move on. Staff benefit from working with caring, professional and experienced leaders who promote their wellbeing. They say they feel happy working in the nursery and that they receive appropriate support to fulfil their roles. For instance, leaders provide staff with regular supervision meetings, so they have a confidential space to speak openly. Regular staff meetings are held to enable the team to reflect on the effectiveness of the provision, and leaders ensure that staff are up to date with the latest guidance legislation. However, leaders should provide staff with further training to help them consistently promote children's communication and language development. Staff confidently discuss the procedures to keep children safe and access professional development courses online, such as safe food practice and safer sleeping. Leaders contact families if children do not attend at their regular time each day. This helps them to prioritise children's safety and welfare. 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 each day. Leaders and staff provide a welcoming, inclusive environment for all children and families in the community. Children are keen and enthusiastic to attend the nursery and do so regularly. They are greeted warmly by staff who know them well. Children wave to parents and show excitement to take part in activities staff have carefully prepared that reflect children's individual interests. This helps them to settle into the day quickly, and they are ready to begin their learning and play. Inspector: Michelle Lorains About this setting Children develop a wide range of skills in the nursery. Overall, staff help them to make positive progress across every area of their learning, and they are prepared to start school. For example, babies develop a love of books from an early age and choose which ones they would like to share with staff. Staff model clear words to them, and they show interest in the pictures. Babies smile and giggle when they see familiar staff, including leaders who spend time in each room every day. Toddlers and pre-school children share a large room together and develop confidence, social skills and independence. Children benefit from well-established routines, and staff provide clear and consistent rules and boundaries. This helps children to feel safe, and, overall, this has a positive impact on their emotional wellbeing. Typically, children's behaviour is positive. They go to staff if they need help and learn how to tackle different situations, such as how to take turns and manage difficult feelings. Children with special educational needs and/or disabilities and those with other barriers to their learning are supported effectively. All children show they have close relationships with their key person and the staff team. Next steps Leaders should help staff to recognise when to adjust typical routines to adapt to children's changing needs consistently. Leaders should provide staff with further training opportunities to help them promote children's communication and language development consistently throughout the day. Leaders should consider ways to enhance their partnership working with parents and provide regular information to help them extend children's learning at home. About this inspection The inspector spoke with parents, children, leaders, practitioners, the special educational needs coordinator and the designated safeguarding leader 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. Unique reference number (URN): 2605556 Address: Elm Tree Community Centre Elm Tree Avenue Stockton-on-Tees TS19 0UW Type: Childcare on non-domestic premises Registration date: 04/12/2020 Registered person: Appletree Day Care Ltd Register(s): EYR, CCR, VCR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 17:30 Local authority: Stockton-on-Tees Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 9 June 2026 Children numbers Age range of children at the time of inspection 0 to 4 Total number of places 36 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. 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