URN 2810513 · Inspected 2026-08-28 · Published 2026-09-28 · Inspector: Adele Chandler
Pear Tree Nursery Unique reference number (URN): 2810513 Address: Pear Tree Nursery, 1 Chapel Street, Bignall End, Stoke-on-trent, ST7 8QD Type: Childcare on non-domestic premises Registered with Ofsted: 20/09/2024 Registers: EYR Registered person: Pear Tree Nursery LTD Inspection report: 28 August 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 well and show an eagerness to explore and learn. They access a full curriculum where they are supported to build new skills, deepen their understanding and grow in confidence. All children are included, including those with special educational needs and/or disabilities and those who may face barriers to learning. As a result, children are able to take part and make meaningful progress from their own starting points. Children show what they have learned through the way they join in, practise new skills and become more independent in their play and learning. For example, after circle time, children continue the activity independently by matching objects to letters. This shows they can revisit what they have learned and use it in their own play, supporting their early literacy, confidence and independence. Staff use thoughtful adaptations and support so that children can access activities alongside their peers. This means that children are included in the wider learning of the setting and are helped to participate, succeed and build the skills they need next. Children are well prepared for change and for their next stage of learning. Settling-in sessions help them to become familiar with the setting and start to build secure relationships. Information on children from parents, reports and meetings with other professionals is used to understand what each child has achieved and what they need next. This careful approach helps children feel settled, confident and ready to continue learning as they move on. Behaviour, attitudes and establishing routines Strong standard Children behave well because routines and expectations are clear, consistent and suitable for their age and stage of development. Staff use praise and encouragement throughout the day to help children understand what is expected and to support positive choices. For example, staff say 'well done', smile and encourage children as they try new things. This helps children feel noticed, valued and confident, and supports a calm, purposeful environment where they feel safe, settled and ready to learn. Staff reinforce behaviour expectations in a positive and appropriate way. They gently remind children of routines, support them through transitions and help them learn to take turns, listen to others and begin to manage their own behaviour. For example, when children need a reminder about moving safely indoors, staff calmly remind them to use 'walking feet'. Children with special educational needs and/or disabilities are included within these same routines, with reminders and support adapted where needed so that they can understand expectations and take part confidently. These consistent messages help children to build confidence, independence and self-control over time. The key-person system is well established and helps children build secure relationships with trusted adults. Children are confident to speak to staff, ask for help and share their ideas. They show positive attitudes as they take part in activities together, such as dressing-up play, where they cooperate, talk about what they are doing and begin to negotiate roles with one another. Leaders and staff monitor attendance and punctuality, and families are supported through regular newsletters that remind them about regular attendance and arriving on time. These everyday experiences and clear messages help children to practise social skills, develop communication and understand the routines and expectations that support successful group play and learning. Children's welfare and wellbeing Strong standard Children's welfare and wellbeing are supported through clear routines, warm relationships and a calm environment where they feel safe, settled and ready to learn. Leaders have created a sociable and welcoming setting where children enjoy being with others, play purposefully and are supported by staff who know them well. Children with special educational needs and/or disabilities are included throughout the day, with support adapted so they can take part alongside their peers. Children learn about healthy choices through everyday routines and conversations. Staff use stories about fruit, exercise and looking after their bodies to help children begin to understand why these things matter. Mealtimes are calm and social. Children serve themselves, and staff sit alongside them, modelling how to use cutlery, encouraging good manners and talking naturally about food and healthy choices. Children are also encouraged to do things for themselves, such as washing their hands, putting on their shoes and managing simple self-care routines. Outdoor play is used well to support children's physical and emotional wellbeing. Children go outside in all weathers and are supported to dress appropriately, which helps them build independence and confidence. They are enthusiastic as they make ice creams with sand, jump in puddles and collect water. Routines are clear and familiar so that children know what is happening next. For example, they listen for the 5-minute warning drum, understand that the bell means it is time for circle time, help to tidy up and seek staff support when they need it. Curriculum and teaching Strong standard The setting has a clear and well-established curriculum that staff understand and use in day- to-day practice. Staff know what they want children to learn, and they use warm, purposeful interactions to support this throughout the day. They listen carefully to children's ideas and interests, using these moments to extend language, deepen understanding and move learning on naturally. Teaching is adapted to children's needs and starting points, so that all children can join in and access learning, including those with special educational needs and/or disabilities. Staff use what they know about each child to shape routines, interactions and the learning environment, helping children to take part, practise new skills and grow in confidence. Children's curiosity is valued, and staff follow their interests while keeping a clear focus on the knowledge and skills that children need next. For example, when children showed an interest in pirates, staff built on this through dressing up, map-making, drawing boats and sharing stories linked to pirates. This supported children's imagination, language and early literacy in a way that was meaningful to them. Children also have regular opportunities to develop their physical skills through the climbing wall and balance bikes. These experiences help them to build coordination, balance, strength and confidence, while learning how to manage risk safely. Assessment is used well to notice children's progress and identify what they need next. Staff pick up on gaps in learning and respond through timely support, planned experiences and purposeful teaching. This helps the curriculum feel joined up rather than a set of separate activities, supporting children to build secure knowledge, confidence and independence over time Inclusion Strong standard The setting demonstrates a well-established and embedded approach to inclusion. Leaders and staff know the children well and are alert to their individual needs, enabling them to recognise barriers to children's learning early and respond quickly. Through careful observation and assessments, gaps in learning are identified and targeted support is put in place swiftly. As a result, children, including those with special educational needs and/or disabilities and those who face barriers to learning, are supported to access the curriculum and make progress from their individual starting points. Staff are supported to understand children's needs and adapt routines, interactions and the learning environment so that every child can participate meaningfully. Leaders use funding and resources purposefully to provide targeted interventions, reasonable adjustments and additional support where needed. For example, funding has been used to enhance provision with resources, such as a spinning chair and hammock, where this supports individual needs. These resources help children to regulate, engage and rejoin learning when they are ready, ensuring that inclusion is part of everyday practice. Parents are fully involved in referrals, decision-making and ongoing support planning, so there is a shared understanding of each child's strengths, needs and next steps. The setting works effectively with other professionals, including local schools and specialist services, to seek timely advice and ensure that children continue to receive the right support as they move between services or on to school. This joined-up approach helps children and families experience an inclusive culture where needs are recognised, provision is adapted, and all children are supported to feel as though they belong, participate and thrive. Leadership and governance Strong standard Leadership and governance are well established. Leaders know the setting well and have clear systems in place to support children, families and staff. They set high expectations for the nursery and use supervision effectively to reflect on practice, respond to staff needs and keep children's experiences at the centre of decision-making. Staff wellbeing is given appropriate priority, and staff say that leaders are supportive, approachable and responsive. Leaders understand the importance of developing staff's knowledge and confidence. They identify professional development needs and use training to strengthen practice across the setting. Long-term planning, including staff sharing training with colleagues, helps new learning become part of everyday practice. As a result, the team continues to develop its skills and is better equipped to meet children's needs. Partnership with parents is positive and supports children's learning and wellbeing. Parents speak well of the setting and describe staff as approachable and supportive. Leaders and staff communicate regularly with families and use feedback to improve the support that children receive. Stay-and-play sessions and activities for families to continue at home help parents to feel involved and informed. This shared approach between home and the setting supports children's progress and helps families feel part of nursery life. What it's like to be a child at this setting Children enjoy coming to this nursery and are greeted warmly by staff who know them well. They arrive happily, settle into familiar routines and show that they feel safe, known and included. Staff build caring relationships with children and their families, which helps children feel confident to explore, play and try things for themselves. Children are encouraged to make choices, share their ideas and become more independent as they move through the day. Parents speak positively about the care their children receive and value the way that staff notice and respond to children's individual needs. This helps children feel secure, understood and ready to learn. Children are curious and interested in the experiences around them. The outdoor area is used well in all weathers, giving children regular opportunities to investigate, talk, solve problems and follow their own ideas. For example, when it rains, children explore different- sized containers and talk about water capacity as they fill, pour and compare. Staff use these moments naturally, asking questions and introducing words that help children think more deeply about what they are doing. These simple, everyday experiences support language, early mathematics and communication, while helping children make links in ways that are meaningful to them. Children make good progress from their own starting points because staff understand what each child can already do and what they need next. This includes children with special educational needs and/or disabilities, who are supported to join in alongside their friends. Staff adapt routines, activities and the environment carefully, so that children can take part in ways that work for them. Children become more confident communicators, make choices in their play and learning, and grow in independence as they manage more personal-care routines for themselves. They are proud of what they achieve and are encouraged to keep trying, even when something is new or challenging. Children respond well to the clear routines and expectations that run through the day. Staff are calm and consistent, helping children manage feelings, understand boundaries and take safe risks. Mealtimes, transitions and group activities are settled and sociable, giving Inspector: Adele Chandler About this setting Unique reference number (URN): 2810513 Address: Pear Tree Nursery 1 Chapel Street, Bignall End Stoke-on-trent ST7 8QD Type: Childcare on non-domestic premises Registration date: 20/09/2024 Registered person: Pear Tree Nursery LTD Register(s): EYR children regular chances to show kindness, cooperate with others and practise respectful behaviour. Children learn to listen, take turns and consider the needs of others through everyday interactions and play. As a result, they develop positive attitudes, resilience and confidence, and are very well prepared for their next stage of learning. Next steps Leaders should ensure continued improvement and high standards in the setting's successful work to support a transformational impact, supporting staff to remain highly skilled in their roles with training and then sharing their knowledge. About this inspection The inspector spoke with leaders, staff, parents, the special educational needs coordinator and the designated safeguarding lead 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. Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00 Local authority: Staffordshire Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 28 August 2026 Children numbers Age range of children at the time of inspection 2 to 4 Total number of places 39 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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