Cherry Tree Nursery School

Cherry Tree Nursery School
Unique reference number (URN): 2852932
Address: 73 Orford Lane, WARRINGTON, WA2 7BS
Type: Childcare on non-domestic premises
Registered with Ofsted: 19/08/2025
Registers: EYR
Registered person: Storal Nurseries Limited
Inspection report: 26 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 ambitious outcomes, demonstrating secure, fully embedded knowledge
and skills across all areas of learning. They use new vocabulary confidently, apply
mathematical ideas in play and show highly effective control and coordination in their
movements. This helps children to express themselves clearly, solve problems and engage
in learning with curiosity and motivation.
Children with special educational needs and/or disabilities make excellent progress. They
demonstrate growing independence as they practise new skills and participate fully. For
example, children use visual prompts to follow routines, and others recognise familiar letters
in their names. This helps children to apply learning accurately and build confidence.
Children are well prepared for their next stage of education. Staff plan focused opportunities
for children to develop skills and positive attitudes to learning. Children thrive and they
demonstrate resilience as they solve problems, curiosity as they investigate the environment
and independence as they carry out tasks. These experiences help to secure foundations
for future learning. Children who struggle with their verbal communication are captivated by
the curriculum, enjoying singing and actions. They smile, make eye contact and join in
through shared enjoyment, demonstrating deep engagement and connection.
Children's welfare and wellbeing Strong standard
Children are very well cared for. Each child is assigned a key person who knows them and
their family incredibly well. Staff respond quickly and thoughtfully to children's changing
needs. All children, including those with special needs and disabilities, receive sensitive,
consistent care that enables them to participate fully in all aspects of the provision. Children
who require a sleep are provided with individual bedding and a designated sleep space.
This promotes good hygiene and helps to ensure they can rest safely and comfortably. Staff
ensure that children's privacy is respected during nappy changing. They supervise children
in small groups during mealtimes to ensure their individual dietary needs are met and to
promote safe eating practices. Leaders have implemented rigorous systems to ensure that
all staff are fully aware of children's allergies and dietary requirements.
Staff work closely with parents to promote healthy eating habits. They provide free fruit for
children at the end of the day. This helps families provide healthy snacks. Staff engage
children in conversations about healthy choices, discussing topics, such as their favourite
fruits or vegetables, helping children to develop their understanding of a balanced diet.
Children confidently follow routines and understand the importance of good hygiene as they
independently wash their hands before mealtimes. Children are supported to develop their
understanding of how to keep themselves safe. Staff help children to learn about safety,
such as stranger danger and listening to instructions. Leaders have recently updated the
risk assessment for outdoors to create a robust approach that ensures all staff fully
understand how to identify and minimise all risks. Staff also work in partnership with parents

Expected standard
to promote children's safety and wellbeing beyond the setting. They share guidance about
appropriate screen time. This helps families to understand the impact of digital habits.
Inclusion Strong standard
Leaders create a highly inclusive culture by identifying all children's individual needs at the
earliest stage. They gather important information from parents and carers and understand
the backgrounds that children arrive from. This includes children with special educational
needs and/or disabilities (SEND) and those from disadvantaged backgrounds or with
barriers to their learning. Staff use ongoing observation and assessment to recognise
emerging needs so they can put targeted support in place. They work closely with a range of
professionals, including public health teams and local authority teams, to ensure that
support is in place. This ensures that these children make rapid progress from their starting
points.
Leaders ensure that staff working with children with SEND receive training and have skills to
provide extra support prior to formal referrals. For example, for children who have
communication and language delays, they offer language-development sessions. Leaders
establish excellent partnerships with professionals in the local authority to reflect on and
continuously adapt the environment they offer. This ensures that children with SEND can
fully access the curriculum. Leaders use early years pupil premium funding to purchase
resources and training for staff. They have designed a curriculum that meets the needs of all
children. Children thrive in a nurturing environment. Leaders have equipped staff to deliver
physical and relaxing activities to help children regulate their emotions. This approach
enables children from disadvantaged backgrounds to participate fully alongside their peers.
Behaviour, attitudes and establishing routines Expected standard
Staff have high expectations of children's behaviour. They give clear instructions for children
to follow. Children, including those who are disadvantaged, those with special educational
needs and/or disabilities, and those who are known or previously known to social care, are
supported to follow the rules and routines of the nursery. For example, younger children tidy
up the environment and older children help to set the table at lunchtime. They help
themselves to drinks of water. Overall, children behave well and understand what is
expected of them. They are confident in the routines of the nursery and understand what is
happening next. Children develop positive relationships with staff and other children. They
learn to play cooperatively and are kind and considerate to their friends.
Occasionally, routines of the day do not help children to remain actively engaged in their
learning. Some planned group times do not fully engage some children. This means that
occasionally, children lose interest and staff do not consistently identify when this occurs.
This does not fully support children to develop positive attitudes to their learning.

Children attend regularly and enjoy their time at the nursery. Leaders have systems in place
to monitor attendance and swiftly follow up on any absences.
Curriculum and teaching Expected standard
Leaders plan an ambitious curriculum for all children, including those who are
disadvantaged, those who have special educational needs and/or disabilities, and those
who are known or previously known to social care. Staff prioritise children's communication
and language development. Staff take every opportunity to extend and develop children's
language skills. For example, staff engage in back-and-forth conversations with children.
They use single words and model new words with babies. However, there are some
occasions that the planned curriculum is not delivered precisely to fully engage and enthral
all children. At times, younger children lose interest and do not fully benefit from the planned
learning. Despite some minor inconsistencies in teaching, the planned curriculum ensures
that all children achieve and thrive.
Leaders have a clear focus on children's physical development. Children have many
opportunities to develop their physical skills. For example, children develop their large
muscles as they run and play in the outdoor spaces. They learn to climb and balance as
they develop their coordination and strength. Children are focused as they master new
skills. For example, they cheer in delight as they precisely kick balls to one another. They
enjoy using spades to scoop and fill containers. They have access to a range of mark-
making tools that suit their levels of development. For example, younger children have
access to chunky pieces of chalk, while older children use more precise writing tools. This
helps to develop children's hand muscles in preparation for writing.
Staff provide many opportunities for children to have social interactions with both staff and
their friends. For example, mealtimes are very sociable occasions. Staff sit with children and
talk about their day. They help children remember their previous learning. This helps to build
children's confidence and self-esteem. Staff support mathematical development as they
count and discuss shapes. Children develop the skills they need to move on to school.
Leadership and governance Expected standard
Leaders understand the community and prioritise parent partnerships. They form supportive
relationships with families. Parents comment positively about the nursery environment and
the experiences their children have. Leaders are an integral part of contributing to wellbeing
of families. They support families to access help and make appropriate referrals to specialist
services when needed. Leaders show commitment to helping address community needs
and they organise specific fundraising events. They plan experiences to help children learn
about the local community and the joy of helping others.
Leaders have procedures in place to ensure that all children, including those who are
disadvantaged, those with special educational needs and/or disabilities, and those known to,
or previously known to social care, are fully included and receive the tailored support they
need to thrive.
Leaders understand the nursery's strengths and areas to develop. They are reflective and
consider how they can improve. Staff say that they feel well supported and enjoy working in

the nursery. They have frequent supervisions, where they can discuss any concerns or
training requirements. However, leaders do not always provide staff with detailed and
precise information about areas to improve, to fully understand the effectiveness of their
provision and improve outcomes for children even further.
What it's like to be a child at this setting
Children experience an inclusive, calm and nurturing environment that promotes security,
belonging and readiness to learn from the moment they arrive. They feel valued, listened to
and understood. Children build positive relationships with their key persons, and all staff
demonstrate knowledge of each child's needs, development and emotions. Children
understand clear expectations of them and staff respond sensitively, enabling children to feel
confident and able to move through the day feeling safe and secure. Children know adults
will support them, which strengthens their trust and emotional security. Children engage in
their learning and explore with curiosity, collaborate eagerly with peers and are proud of
their achievements. Staff engage in purposeful interactions, making use of children's
interests to extend thinking and play. This approach enables children to build on what they
already know, apply learning in different contexts and develop resilience, self-regulation and
positive attitudes to learning. Children are supported to persevere and express their ideas
confidently.
Children show positive behaviour and attitudes. They play together, follow routines and
show respect for each other and their environment. Support from staff ensures that all
children, including those with special educational needs and/or disabilities and those who
may face barriers to learning, are fully included in every experience.
Children connect with the wider community through celebrating important community events
and festivals. These experiences broaden their understanding of the world and strengthen
their confidence as they encounter celebrations and ideas. Children are happy and thriving.
They develop the independence and positive attitudes, including around attendance,
needed for the next steps in their learning and the eventual move to school.
Next steps
Leaders should review the organisation of group activities so that all children benefit from
the planned learning and remain actively engaged.

Inspector:
Deborah Magee
About this setting
Unique reference number (URN): 2852932
Address:
73 Orford Lane
WARRINGTON
WA2 7BS
Type: Childcare on non-domestic premises
Registration date: 19/08/2025
Registered person: Storal Nurseries Limited
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority: Warrington
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
Leaders should provide staff with specific and focused feedback to ensure they fully
understand how to enhance their teaching to further improve experiences for children.
About this inspection
The inspector spoke with the leaders, staff, children and parents 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.

This data is from 26 August 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
100
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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