← Ofsted Nursery Tracker

Holly Tree

URN 2752501 · Inspected 2026-02-20 · Published 2026-04-14 · Inspector: Sue Heathcote

Safeguarding met Childcare on Non-Domestic Premises, Full day care source PDF ↗ provider page on ofsted.gov.uk ↗

Grades by area

Achievement

Expected standard
Children make progress in all prime areas of learning and development, particularly communication and language. Children listen attentively to one another, taking turns in conversation and sharing ideas during play and group activities. Children develop their social skills and are able to play kindly with their friends, share and take turns. They develop their physical skills through larger outdoor activities and also with detailed, delicate indoor activities to help prepare them for holding a pencil. However, due to a limited curriculum for mathematics, children's progress in this area of learning is not yet at full potential. Children develop the independence and confidence needed for pre-school, for example being able to serve their own drinks and breakfast. They learn self-calming skills such as using breathing balls and chiffon scarves to calm themselves. All children, including those with barriers to learning and those with special educational needs and/or disabilities, achieve appropriately from their starting points due to the individualised support and adaptations put in place for them.

Behaviour, attitudes and establishing routines

Expected standard
There is a well-established culture of kindness and care within the setting. Children benefit from a positive and nurturing environment where staff build warm and purposeful relationships with them. Staff model kind and respectful behaviours to all children. Children respond to this with enthusiasm and cooperation. They approach staff when in need of emotional or physical support. Children demonstrate a positive attitude to learning and engage deeply in both chosen and directed activities. They show continued attention when exploring outdoor activities independently or joining in with a structured activity. Children who have special educational needs and/or disabilities or other barriers to learning have adaptations made to activities or the environment so they can also develop an enthusiastic approach to learning and experience success. Leaders and staff have embedded strong routines into the setting that children are familiar with. Staff use visual timetables and are consistent in their approach, which means that children know what to expect and they follow routines well. For example, at lunchtime, children form a quiet line while they walk to wash their hands and wait quietly for each other afterwards. Leaders provide clear, well-planned support that helps children to settle and move on to other settings, for example out of hours visits for working parents, holiday time visits and a known staff member joins the pre-school setting. This helps children to settle well. Leaders contact parents as needed to promote good attendance and secure continuity in children's learning.

Children's welfare and wellbeing

Expected standard
Children have close relationships with their key persons, who know them well and are able to talk confidently around the development of each child, their strengths and next steps. Staff are sensitive to situations at home that might impact children at nursery. They thoughtfully provide emotional support and reassurance as needed. Children who struggle to separate from their parents and find it difficult to settle in receive all the additional support they need. Leaders recognise the importance of supporting parents' wellbeing alongside the children's and offer open-door conversations, daily handovers and host meetings to discuss concerns. Parents advise they feel supported and reassured with the care their child receives in nursery. Children are encouraged to be independent in their personal hygiene. They are supported to blow their own noses, wash their hands, put on their own coats and pour their own drinks. Wellbeing is promoted thoughtfully using mindfulness songs, stories and calm-down routines. Healthy practices are evident as children brush their teeth daily and receive simple messages around germs as they clean their hands. Leaders provide parents with healthy packed lunch guidance. Staff fully understand essential practices such as safe sleep and eating. For example, they regularly monitor sleeping children and ensure robust allergy management, supervising children while they eat.

Curriculum and teaching

Expected standard
Overall, leaders and staff plan and deliver a broad curriculum that prioritises learning within the prime areas and prepares children well for their next stage. Staff know children's starting points well, and regular assessment of each child helps them to ensure that the curriculum supports their individual next steps or gaps in learning. Staff use their interactions with children to support the development of their communication and language skills. There are multiple occasions through the day when children hear new vocabulary, engage in conversations and listen to stories. Staff adapt to children's needs by adjusting their language or using objects so that children can have meaningful interactions. Children become engrossed as a member of staff reads a favourite book to them, and this leads to discussions around the story and illustrations. Staff provide play and learning opportunities that follow children's interests. Staff engage children in discussions as they explore the activities, and they support them to practise and consolidate their skills. This helps to ensure that children make good progress in most areas of their learning. However, there is less focus on the curriculum for mathematics. Consequently, the explicit teaching required to develop children's understanding of mathematical vocabulary and concepts is limited. Typically, leaders discuss the overarching curriculum intent with staff. However, not all staff are fully aware of the skills and knowledge that they want children to learn while at the setting. This means that staff are not always able to offer depth, challenge and progression across all areas of learning. Staff share children's achievements and next steps in learning with parents so that they can continue to support their child's progress at home.

Inclusion

Expected standard
Leaders have created an inclusive culture where children's individual needs are quickly and thoroughly identified. Leaders and staff ensure that all children with special educational needs and/or disabilities receive timely observations, individualised learning plans and effective interventions. Staff have a thorough understanding of barriers children may face to their learning. Focused assessments, such as progress checks and language screening tools, help them identify any gaps and needs quickly. Staff use the graduated approach and swiftly put in place any required adaptations. For example, they use visual timetables, objects and simplified language for children with speech delay. Leaders work closely with outside agencies in order to support the needs of these children and have clear insight into how they use any funding received. For example, they purchase resources or equipment or provide one-to-one support so children are able to fully participate in activities and learning. Parents are supported to understand their child's needs and how to help them at home. They describe nursery as proactive in recognising concerns, arranging meetings and creating a plan of action for their child. When children transition between the Holly Tree settings, a member of staff moves with the children to ensure every child's needs are understood and they are supported to settle in and thrive.

Leadership and governance

Expected standard
Leaders demonstrate a sound understanding of the provision and the community they serve. They understand where they can make improvements and put plans in place to ensure these are effective. For example, leaders recognised a need to develop their outdoor area to promote more physical play. All staff are now trained in physical development to ensure that children are challenged at their individual level. They reflect on their practice on a daily basis, for example reconsidering expectations around cutlery use after reflecting on children's developmental stage. Leaders prioritise staff wellbeing. Staff speak positively about recent wellbeing training they have received and recognise 'You can't pour from an empty cup'. Staff benefit from regular supervision meetings that provide opportunities to reflect on their practice, discuss children's progress and identify professional development needs. This strengthens staff's knowledge and skills, which has a positive impact on children's experiences. Leaders and staff make effective use of assessment to inform decisions made about the curriculum. They gather information from parents and other settings to ensure that children have a pleasant transition experience. Assessment is used effectively to identify and deliver clear next steps for all children, including those with special educational needs and/or disabilities and barriers to learning. Leaders are aware of their responsibilities under the early years foundation stage, although they did not notify Ofsted of a recent significant change within the required timescale. However, this did not impact directly on children. Leaders have dealt with this promptly, and leadership is effective.

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

On arrival, children are warmly greeted into a calm and nurturing environment by their friends and staff. Staff know the children well and are sensitive to their individual needs. Staff tune into their emotional needs, providing reassurance and comfort where needed. Established routines help children understand what to expect next, which allows them to settle quickly and calmly. Children explore the environment confidently, choosing activities that interest them and engaging for prolonged periods. Mealtimes are social occasions where children enjoy talking with staff and peers. They enjoy the freshly cooked meals and are generally learning to use cutlery effectively. Children feel safe and valued. Staff provide children with lots of opportunities for play and exploration linked to their interests, so they are motivated and enjoy learning. Staff encourage children to be independent and celebrate personal achievements together. Staff interactions promote communication and language effectively. Children frequently hear new words and are encouraged to talk. They thoroughly enjoy stories and songs that capture their attention for prolonged periods. Children with additional needs, or those facing barriers to learning, benefit from close relationships with their key worker and thoughtful, personalised support. Staff work closely with parents to ensure they are fully aware of their child's progress and achievements and how to support this learning at home. Parents feel well supported through initial transition meetings and guidance in completing paperwork for referrals and securing additional funding and support. Regardless of their individual starting points, all children make progress and achieve. By the time children leave for the pre-school setting, they thrive. Children build friendships, have a love of learning and their independence and confidence prepare them for a new challenge.

Next steps

Leaders should develop a broader curriculum for mathematics to ensure it is taught explicitly. Leaders should develop a curriculum that is clear and cohesive, helping staff to understand the specific knowledge and skills that children should secure.

About this inspection

The inspector spoke with leaders, staff, the special educational needs coordinator, the designated safeguarding lead, children, parents and carers 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
2752501
Address
121 Winstanley Road Billinge WIGAN Lancashire WN5 7XE
Type
Childcare on Non-Domestic Premises, Full day care
Registration date
06/10/2023
Registered person
Holly Tree Children's Nursery Ltd
Register(s)
EYR
Operating hours
Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority
Wigan

Facts and figures

Age range at inspection
2 to 3
Total places
24

Data from 20 February 2026

Raw extracted PDF text 
Holly Tree
Unique reference number (URN): 2752501
Address: 121 Winstanley Road, Billinge, WIGAN, Lancashire, WN5 7XE
Type: Childcare on non-domestic premises
Registered with Ofsted: 06/10/2023
Registers: EYR
Registered person: Holly Tree Children's Nursery Ltd
Inspection report: 20 February 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 progress in all prime areas of learning and development, particularly
communication and language. Children listen attentively to one another, taking turns in
conversation and sharing ideas during play and group activities. Children develop their
social skills and are able to play kindly with their friends, share and take turns. They develop
their physical skills through larger outdoor activities and also with detailed, delicate indoor
activities to help prepare them for holding a pencil. However, due to a limited curriculum for
mathematics, children's progress in this area of learning is not yet at full potential. Children
develop the independence and confidence needed for pre-school, for example being able to
serve their own drinks and breakfast. They learn self-calming skills such as using breathing
balls and chiffon scarves to calm themselves. All children, including those with barriers to
learning and those with special educational needs and/or disabilities, achieve appropriately
from their starting points due to the individualised support and adaptations put in place for
them.
Behaviour, attitudes and establishing routines Expected standard
There is a well-established culture of kindness and care within the setting. Children benefit
from a positive and nurturing environment where staff build warm and purposeful
relationships with them. Staff model kind and respectful behaviours to all children. Children
respond to this with enthusiasm and cooperation. They approach staff when in need of
emotional or physical support. Children demonstrate a positive attitude to learning and
engage deeply in both chosen and directed activities. They show continued attention when
exploring outdoor activities independently or joining in with a structured activity. Children
who have special educational needs and/or disabilities or other barriers to learning have
adaptations made to activities or the environment so they can also develop an enthusiastic
approach to learning and experience success.
Leaders and staff have embedded strong routines into the setting that children are familiar
with. Staff use visual timetables and are consistent in their approach, which means that
children know what to expect and they follow routines well. For example, at lunchtime,
children form a quiet line while they walk to wash their hands and wait quietly for each other
afterwards. Leaders provide clear, well-planned support that helps children to settle and
move on to other settings, for example out of hours visits for working parents, holiday time
visits and a known staff member joins the pre-school setting. This helps children to settle
well. Leaders contact parents as needed to promote good attendance and secure continuity
in children's learning.
Children's welfare and wellbeing Expected standard
Children have close relationships with their key persons, who know them well and are able
to talk confidently around the development of each child, their strengths and next steps.
Staff are sensitive to situations at home that might impact children at nursery. They
thoughtfully provide emotional support and reassurance as needed. Children who struggle

to separate from their parents and find it difficult to settle in receive all the additional support
they need. Leaders recognise the importance of supporting parents' wellbeing alongside the
children's and offer open-door conversations, daily handovers and host meetings to discuss
concerns. Parents advise they feel supported and reassured with the care their child
receives in nursery.
Children are encouraged to be independent in their personal hygiene. They are supported to
blow their own noses, wash their hands, put on their own coats and pour their own drinks.
Wellbeing is promoted thoughtfully using mindfulness songs, stories and calm-down
routines. Healthy practices are evident as children brush their teeth daily and receive simple
messages around germs as they clean their hands. Leaders provide parents with healthy
packed lunch guidance. Staff fully understand essential practices such as safe sleep and
eating. For example, they regularly monitor sleeping children and ensure robust allergy
management, supervising children while they eat.
Curriculum and teaching Expected standard
Overall, leaders and staff plan and deliver a broad curriculum that prioritises learning within
the prime areas and prepares children well for their next stage. Staff know children's starting
points well, and regular assessment of each child helps them to ensure that the curriculum
supports their individual next steps or gaps in learning. Staff use their interactions with
children to support the development of their communication and language skills. There are
multiple occasions through the day when children hear new vocabulary, engage in
conversations and listen to stories. Staff adapt to children's needs by adjusting their
language or using objects so that children can have meaningful interactions. Children
become engrossed as a member of staff reads a favourite book to them, and this leads to
discussions around the story and illustrations.
Staff provide play and learning opportunities that follow children's interests. Staff engage
children in discussions as they explore the activities, and they support them to practise and
consolidate their skills. This helps to ensure that children make good progress in most areas
of their learning. However, there is less focus on the curriculum for mathematics.
Consequently, the explicit teaching required to develop children's understanding of
mathematical vocabulary and concepts is limited.
Typically, leaders discuss the overarching curriculum intent with staff. However, not all staff
are fully aware of the skills and knowledge that they want children to learn while at the
setting. This means that staff are not always able to offer depth, challenge and progression
across all areas of learning. Staff share children's achievements and next steps in learning
with parents so that they can continue to support their child's progress at home.
Inclusion Expected standard
Leaders have created an inclusive culture where children's individual needs are quickly and
thoroughly identified. Leaders and staff ensure that all children with special educational
needs and/or disabilities receive timely observations, individualised learning plans and
effective interventions. Staff have a thorough understanding of barriers children may face to
their learning. Focused assessments, such as progress checks and language screening
tools, help them identify any gaps and needs quickly. Staff use the graduated approach and

swiftly put in place any required adaptations. For example, they use visual timetables,
objects and simplified language for children with speech delay. Leaders work closely with
outside agencies in order to support the needs of these children and have clear insight into
how they use any funding received. For example, they purchase resources or equipment or
provide one-to-one support so children are able to fully participate in activities and learning.
Parents are supported to understand their child's needs and how to help them at home.
They describe nursery as proactive in recognising concerns, arranging meetings and
creating a plan of action for their child. When children transition between the Holly Tree
settings, a member of staff moves with the children to ensure every child's needs are
understood and they are supported to settle in and thrive.
Leadership and governance Expected standard
Leaders demonstrate a sound understanding of the provision and the community they serve.
They understand where they can make improvements and put plans in place to ensure
these are effective. For example, leaders recognised a need to develop their outdoor area to
promote more physical play. All staff are now trained in physical development to ensure that
children are challenged at their individual level. They reflect on their practice on a daily
basis, for example reconsidering expectations around cutlery use after reflecting on
children's developmental stage.
Leaders prioritise staff wellbeing. Staff speak positively about recent wellbeing training they
have received and recognise 'You can't pour from an empty cup'. Staff benefit from regular
supervision meetings that provide opportunities to reflect on their practice, discuss children's
progress and identify professional development needs. This strengthens staff's knowledge
and skills, which has a positive impact on children's experiences.
Leaders and staff make effective use of assessment to inform decisions made about the
curriculum. They gather information from parents and other settings to ensure that children
have a pleasant transition experience. Assessment is used effectively to identify and deliver
clear next steps for all children, including those with special educational needs and/or
disabilities and barriers to learning.
Leaders are aware of their responsibilities under the early years foundation stage, although
they did not notify Ofsted of a recent significant change within the required timescale.
However, this did not impact directly on children. Leaders have dealt with this promptly, and
leadership is effective.

What it's like to be a child at this setting
On arrival, children are warmly greeted into a calm and nurturing environment by their
friends and staff. Staff know the children well and are sensitive to their individual needs.
Staff tune into their emotional needs, providing reassurance and comfort where needed.
Established routines help children understand what to expect next, which allows them to
settle quickly and calmly. Children explore the environment confidently, choosing activities
that interest them and engaging for prolonged periods. Mealtimes are social occasions
where children enjoy talking with staff and peers. They enjoy the freshly cooked meals and
are generally learning to use cutlery effectively. Children feel safe and valued.
Staff provide children with lots of opportunities for play and exploration linked to their
interests, so they are motivated and enjoy learning. Staff encourage children to be
independent and celebrate personal achievements together. Staff interactions promote
communication and language effectively. Children frequently hear new words and are
encouraged to talk. They thoroughly enjoy stories and songs that capture their attention for
prolonged periods. Children with additional needs, or those facing barriers to learning,
benefit from close relationships with their key worker and thoughtful, personalised support.
Staff work closely with parents to ensure they are fully aware of their child's progress and
achievements and how to support this learning at home. Parents feel well supported through
initial transition meetings and guidance in completing paperwork for referrals and securing
additional funding and support. Regardless of their individual starting points, all children
make progress and achieve. By the time children leave for the pre-school setting, they
thrive. Children build friendships, have a love of learning and their independence and
confidence prepare them for a new challenge.
Next steps
Leaders should develop a broader curriculum for mathematics to ensure it is taught
explicitly.
Leaders should develop a curriculum that is clear and cohesive, helping staff to
understand the specific knowledge and skills that children should secure.
About this inspection
The inspector spoke with leaders, staff, the special educational needs coordinator, the
designated safeguarding lead, children, parents and carers 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:
Sue Heathcote
About this setting
Unique reference number (URN): 2752501
Address:
121 Winstanley Road
Billinge
WIGAN
Lancashire
WN5 7XE
Type: Childcare on non-domestic premises
Registration date: 06/10/2023
Registered person: Holly Tree Children's Nursery Ltd
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority: Wigan
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 20 February 2026
Children numbers
Age range of children at the time of inspection
2 to 3
Total number of places
24

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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