URN 2836190 · Inspected 2026-07-14 · Published 2026-09-04 · Inspector: Immy Gunputh
Pear Tree Nursery and Pre-School Unique reference number (URN): 2836190 Address: Pear Tree Nursery & Preschool, The Horsa Block, Simons Road, Sherborne, Dorset, DT9 4DN Type: Childcare on non-domestic premises Registered with Ofsted: 30/05/2025 Registers: EYR Registered person: Lower Covey Limited Inspection report: 14 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 All children, including those who are disadvantaged, those with special educational needs and/or disabilities and those who may face other barriers to their learning or wellbeing, consistently make excellent progress from their individual starting points. Children confidently engage with new experiences, supported by staff to feel secure and confident. For example, children settle very quickly and arrive with excitement, keen to engage in activities that are carefully tailored to their interests, ages and stages of development. Children demonstrate independence from an early age and remain deeply engaged in the learning opportunities provided. For example, babies sit for long periods exploring rice with curiosity and concentration, independently scooping and handling the rice as they investigate different sensory experiences. Children are confident communicators. They are keen to share their thoughts and ideas and take pride in their achievements. For example, children confidently discuss their predictions about what they think will happen to balls as they travel through a funnel. They watch intently to see if their predications are correct as they learn about cause and effect. Children are very well prepared for the next steps in their development, including school. They confidently join in with experiences focused on school readiness, developing the skills, knowledge and confidence needed for this important next step. They explore in the home corner to engage in experiences that reflect school life, helping them become familiar with aspects of the school environment and routines. Inclusion Strong standard Leaders have very high expectations for every child and ensure that all children, including those who are disadvantaged, those with special educational needs and/or disabilities and those who may face other barriers to their learning, receive the support they need to flourish. For example, leaders work proactively with families and relevant professionals, often initiating contact with outside agencies before a child joins the setting. This ensures that staff have a thorough understanding of each child's individual needs and are well prepared to provide any targeted support needed from the very outset. The setting's strong partnership with families and outside agencies, together with the highly impactful training of staff, ensures that children are supported consistently, feel valued and achieve very well. Leaders have a comprehensive understanding of their local community and provide targeted support for children and families. For example, 'home link bags' are tailored to support parents through a variety of transitions at home and to meet children's individual needs. This includes providing visual cues to support with potty training for children with less secure communication skills. These actions consistently support children to succeed in their learning and promote their wellbeing and sense of belonging. Additional funding is used highly effectively, working in close partnership with families and external agencies to identify and provide targeted resources and support for individual children. As a result, all children make consistently good progress from their individual starting points. Expected standard Behaviour, attitudes and establishing routines Expected standard Children generally behave well and have positive attitudes towards their learning and play. They understand the expectations for behaviour. Staff support children effectively, when needed, to develop their ability to take turns and manage their feelings. However, on occasion, staff do not effectively maintain children's attention during group activities. At these times, some children do not fully engage with the activity and lose focus. Staff provide support and guidance to help children develop positive relationships with their peers. For example, outdoors, children work cooperatively to navigate a tyre obstacle course, holding hands to help and encourage one another. When they successfully complete the challenge, children celebrate each other's achievements with praise and encouragement. Staff encourage kindness and respect, which supports children to develop positive relationships with others. As a result, children demonstrate good manners and use them appropriately in daily routines. For example, during snack time, children politely ask, 'Please may I have some water?' before receiving their drink. Leaders promote the importance of good attendance and punctuality, and work with families to support regular attendance. Children's welfare and wellbeing Expected standard Children are cared for in a welcoming environment where their individual needs are understood and supported. Hygiene practices are appropriate for children's ages and stages of development, and staff help children understand the importance of keeping healthy. For example, staff encourage children to wash their hands after they have 'caught their sneeze', helping them to develop an awareness of hygiene and the role germs can play. Routines are generally well organised. Staff encourage children to develop their independence and make choices throughout the day. For example, during snack time in the pre-school room, children butter their own toast and attempt to cut it into slices. These everyday experiences help children develop practical skills and adopt a growing sense of independence. Babies' individual routines are appropriately considered, and staff sensitively support them during sleep and bottle-feeding times. Staff work closely with parents to understand and follow babies' established feeding and sleeping patterns. Children who may face barriers to learning receive suitable support from leaders and key persons. For example, staff help children develop positive attitudes towards eating at mealtimes, promoting their wellbeing and supporting their personal development. Children benefit from regular access to a well-designed outdoor area that reflects their interests and developmental needs. They enjoy opportunities to be physically active in a range of ways, including climbing and balancing on wooden structures. Staff encourage children to take appropriate risks and provide sensitive support that helps them build confidence and an understanding of how to keep themselves safe. Curriculum and teaching Expected standard Leaders have high aspirations for all children and deliver a well-sequenced curriculum that supports their development across the 7 areas of learning. The curriculum is typically taught well. For example, children build on their interest in mark making and the safe use of scissors to explore patterns and develop number recognition skills. Leaders and staff support children to develop mathematical knowledge through meaningful experiences that build confidence and enjoyment. For example, in the baby room, children explore water and sea creatures. Staff introduces mathematical language, such as 'sinking' and 'floating', helping children to explore early mathematical concepts through hands-on play and investigation. Staff generally interact well with children and support their learning through positive relationships and purposeful experiences. For example, during a painting activity, staff engage children in meaningful conversations about their creations, showing a genuine interest in their ideas and experiences. However, at times, staff could promote children's thinking further through their interactions with them during play and routines. Leadership and governance Expected standard Leaders generally have a clear understanding of the setting's context, including its strengths and the areas they wish to develop further. They are committed to maintaining the quality of provision and have identified appropriate priorities for improvement. For example, leaders recognise the need to provide inclusive practice, and this focus is clearly reflected throughout the setting. Leaders engage thoughtfully and positively with parents and a wide range of professionals. They work collaboratively with others, keeping children's individual needs at the forefront of their decision-making and ensuring that children receive the support they need to thrive. Leaders provide staff with relevant and appropriate professional development opportunities to enhance their knowledge and practice. Staff speak highly of leaders and report that they feel valued and well supported. Leaders are sensitive to staff wellbeing and workload, proactively ensuring that responsibilities remain manageable. Parents and carers speak positively about the setting's ethos and value the regular communication they receive. Leaders actively encourage parental feedback through the 'Annual Parent Survey', using this information to inform priorities and drive further improvements. What it's like to be a child at this setting Children are happy, confident and settled in this welcoming and nurturing setting. They arrive eager to attend, separating from their parents with confidence and independence. Staff greet children warmly and are aware of children's individual needs and interests. These secure and trusting relationships help children to feel emotionally safe, valued and ready to learn. Children demonstrate a sense of belonging. Parents share photographs from home which key persons use to strengthen connections between home and the setting. Children make choices about their play, follow their interests and become engaged in a broad range of stimulating experiences. Babies seek reassurance and comfort from familiar adults, showing that they feel secure and well supported. In the pre-school room, children work collaboratively to build imaginative structures, solve problems and contribute to developing narratives, demonstrating creativity and confidence in sharing their ideas. Children enjoy regular opportunities to be physically active indoors and outdoors, supporting their health and wellbeing. For example, toddlers confidently explore the outdoor environment and experiment with different ways of moving. Children benefit from meaningful experiences within the local community. Frequent visits to the abbey, library and local school field broaden children's understanding of the world around them and deepen their curiosity. These experiences help children develop a sense of place, and build the knowledge and skills needed for future learning. Next steps Leaders should support staff to improve the consistency of interactions with children to further extend and deepen children's thinking. Leaders should support staff to develop strategies to nurture children's attention and listening in group activities, to help all children to remain focused. About this inspection The inspector spoke with the leaders, the special educational needs coordinator, parents and practitioners during the inspection. We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the Inspector: Immy Gunputh About this setting Unique reference number (URN): 2836190 Address: Pear Tree Nursery & Preschool The Horsa Block, Simons Road Sherborne Dorset DT9 4DN Type: Childcare on non-domestic premises Registration date: 30/05/2025 Registered person: Lower Covey Limited Register(s): EYR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 17:45 Local authority: Dorset Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 14 July 2026 Children numbers Age range of children at the time of inspection quality and standards of provisions 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. A quality assurance visit by an additional inspector was carried out at this inspection. 0 to 4 Total number of places 30 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? 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