Olive Tree Jewish Nursery

Olive Tree Jewish Nursery
Unique reference number (URN): 2806112
Address: Bury Whitefield Jewish Primary School, Parr Lane, Bury, BL9 8JT
Type: Childcare on non-domestic premises
Registered with Ofsted: 01/10/2024
Registers: EYR
Registered person: Olive Tree Jewish Nursery Ltd
Inspection report: 28 July 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
Achievement Strong standard
Children achieve consistently throughout this provision as teaching and learning is
embedded throughout. Staff create constant learning to develop independence,
communication and a sense of belonging, as children respond with a clear willingness to
learn. Children follow the embedded routines to engage in hygiene and self-care practices
as they confidently wash their hands before mealtimes. Younger children use face cloths to
wash their faces after enjoying a lunch where self-feeding was encouraged throughout.
Children use their skills and knowledge to prepare them for future transitions, such as
moving to school, as they are skilful communicators and confident individuals. Children
share a love for mathematics. They enjoy building towers, counting the blocks or singing
different counting songs, such as 'how many fingers?' as they count their own fingers.
Children with special educational needs and/or disabilities and those who may face other
barriers to their learning make secure progress. Staff work collaboratively with other
professionals to adapt their learning to be appropriate and meaningful.
Behaviour, attitudes and establishing routines Strong standard
Children thrive from the routines embedded throughout practice as they know what is
expected of them. Children display positive relationships and behaviour. They take turns and
wait patiently during activities and routines, demonstrating respect for one another. Children
communicate effectively to one another throughout the environment, which supports them in
problem-solving or resolving potential conflicts. For example, children say 'you can have
them straight after me' when sharing fruit at snack, preventing any upset or confusion about
not having a turn. Children seek out staff for comfort when needed, and enjoy cuddles and
being nurtured. Babies and toddlers experience a calm and relaxed environment where their
needs are swiftly met, preventing moments of upset. Staff are knowledgeable about all
children and really understand their individual characters as they form close bonds with
them and their families. As a result, children are excited to attend the setting and arrive with
a positive attitude to learn and play. Parents, carers and families respect the attendance
policy and work closely with leaders and staff to maintain regular attendance.
Leaders and staff work hard to establish appropriate and effective routines that impact
children positively. Children follow these routines with confidence, developing their
independence. They understand and respect their boundaries and the expectations of
leaders and staff.
Children's welfare and wellbeing Strong standard
Children's welfare and wellbeing is a priority across the setting. Leaders and staff create an
environment of inclusion, celebration and positivity. Children can express themselves
openly, confident they will be heard and listened to. Leaders and staff provide consistent
praise and encouragement, which enables children to feel a sense of pride in their
achievements and a desire to continue. Leaders and staff are reflective in their work to

ensure routines and practices are appropriate for supporting children, especially those with
special educational needs and/or disabilities or those who may face other barriers to their
learning. Children are confident in initiating play as they invite their peers and staff to join.
Children understand the importance of healthy eating and exercise as they discuss healthy
foods during mealtimes. Pre-school children express a need to drink more water due to
'running around and exercising'. Babies and toddlers recognise feeling tired. They enjoy a
rest after lunchtime as they seek comfort and relax in their safe space.
Leaders and staff are quick to respond to children's needs and understand babies'
nonverbal communication cues. Staff make conscious, in-the-moment decisions to deploy
themselves effectively throughout the environment. As a result, they stay close to children in
order to be supportive and to enhance their learning without taking a lead or limiting their
learning.
Curriculum and teaching Strong standard
Leaders and staff create an environment focused around an ambitious curriculum where
learning and teaching is consistently embedded throughout practice to promote children's
independence. Staff skilfully use every opportunity to teach and to support children to
develop their knowledge and learn new skills. Children thrive from these interactions with
their peers and staff, and display a willingness to learn. Leaders and staff support the
development of communication and language as a priority. They create new experiences
and introduce a wide range of words. Pre-school children use their imaginations, their love
of books and their own experiences to spark their own royal storytelling activity. Children
add their own parts to develop the tale based on a real-life experience of some children
visiting Buckingham Palace in London. Staff enhance their thinking. They provide a selection
of resources to support children as they spark and prompt further curiosity. Babies and
toddlers share stories with staff. They enjoy independently turning the page and lifting flaps
within the book to find hidden pictures.
Children lead activities as they share their interests, which staff swiftly respond to and link
into the daily planning. As a result, children are interested and engaged, which provides
extended periods of learning and achievements. Younger children take an interest in nearby
road works. Staff develop an activity of trucks and diggers to develop children's fine motor
skills as they scoop different-sized cereals, following this interest.
Inclusion Strong standard
Leaders and staff use their extensive knowledge to create a carefully considered
environment where inclusion is celebrated and shared. Staff are skilful as they embed
routines and strategies that support children's specific needs. Leaders and staff make a
demonstrable difference to the experiences of all children, including those with special
educational needs and/or disabilities and those who may face other barriers to their
learning, as they robustly monitor children's development to identify any gaps in their
learning. They consistently provide opportunities to promote learning and development, as
they validate and celebrate every child.
Leaders and staff focus on using the resources and environment to support children in
multiple ways. For example, the baby room features low furniture to promote cruising, and

children develop their balance and gross motor skills to pull themselves up. The low
furniture is also adapted to allow children to post balls through different-sized holes to
promote the development of fine motor skills and coordination. As staff work closely with
other professionals, such as physiotherapists, they take advice and implement it into the
setting effectively, providing a positive outcome for children.
Children enjoy talking about their cultural traditions and participate in their daily routines. For
example, children say their morning prayers during group time as they show respect to one
another. Leaders and staff use a variety of different strategies, such as visual aids, single-
word communications and skilful narration within play, to support children who speak
English as an additional language. Children respond positively and enjoy repeating new
vocabulary.
Leadership and governance Strong standard
Leaders are dedicated and committed to this setting's development and continuous
improvement. They maintain a clear oversight of the setting's strengths and areas for
improvement and prioritise professional development. Leaders focus on staff's wellbeing
and workload. They use supervisions and appraisals to provide opportunities to explore
further training, to celebrate areas of strength and to support their wellbeing. Staff express
how the embedded culture of open communication makes them feel confident in raising
concerns or asking for support. Staff make consistently positive contributions to the quality
of practice as they implement ideas into provision and share among the team.
Leaders form close bonds to work collaboratively with parents, carers, families and other
professionals. They provide open communication and support, and welcome feedback. They
are then proactive to implement any advice into practice, focusing on the positive impact this
has on children. This culture of collaborative working creates bonds between the setting and
the local primary school. For example, they link together for training opportunities, for
safeguarding among families and to create wider experiences for children. The setting and
the school share events, which prepares children as they transition into the school. Leaders
respond swiftly to acknowledge concerns as they work with agencies, such as
physiotherapists, to support children's needs. As a result, support is specific and impactful,
and makes a positive difference to children's learning and development.

Inspector:
Rebecca Jones
What it's like to be a child at this setting
Children thrive in this home-from-home setting as their imaginations, curiosity and interests
are celebrated and encouraged throughout the provision. Children's confidence and self-
esteem flourish as staff encourage children to be themselves and embrace their unique
personalities and characteristics. Children feel safe and valued as staff consistently validate
their ideas. This gives children a real sense of belonging as they use their imaginations to
enhance their learning. Children are encouraged to make their own choices and are
consistently given their own voice to lead with in play. This keeps children focused and
engaged, extending their opportunities for learning consistently. Children laugh and excitedly
share their own experiences as they discuss their holidays, naming different countries, such
as Morocco, Scotland and Dubai. They talk about modes of transport they used, like train,
cars and aeroplanes.
Children are confident and secure learners as they explore the calm and engaging
environment. They are respectful and kind to one another as they play harmoniously,
initiating playful interactions with their peers and staff. Children are central to this provision
as leaders and staff skilfully adapt learning and activities to focus on children's interests, as
they know each child well. Children benefit from this approach to teaching as learning is
constant and continuous. Children display consistently positive behaviour across all ages as
they thrive from their experiences in this setting. Children's attendance is positive as leaders
and staff work closely with parents and families to promote its importance.
Next steps
Leaders should ensure continued improvement in the setting's successful work to remove
barriers for children who need extra help in order to realise a transformational impact on
all children's achievement and wellbeing.
About this inspection
The inspector spoke with leaders, staff, 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.

About this setting
Unique reference number (URN): 2806112
Address:
Bury Whitefield Jewish Primary School
Parr Lane
Bury
BL9 8JT
Type: Childcare on non-domestic premises
Registration date: 01/10/2024
Registered person: Olive Tree Jewish Nursery Ltd
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 17:00,Friday : 08:00 -
15:30
Local authority: Bury
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 28 July 2026
Children numbers
Age range of children at the time of inspection
1 to 5
Total number of places
41
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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