Cherry Tree Day Nursery (The) — Ofsted Nursery Tracker

Grades by area

Children's welfare and wellbeing

Strong standard

Leaders and staff consistently place a high priority on children's wellbeing and welfare. All children, including those with special educational needs and/or disabilities or who are facing barriers to learning, are happy, settled and emotionally secure. The nursery's family-feel culture is evident throughout the provision. Children are nurtured with warmth and sensitivity. An effective key-person system is firmly in place through which all children develop secure attachments. For example, children benefit from one-to-one focus time that strengthens relationships and provides emotional security. Good hygiene practice ensures that the personal needs of babies are met with care and consistency. Babies experience individualised routines that are respectful and promote early independence. Their care routines and weaning arrangements are thoughtfully tailored to their needs, supporting a smooth and confident transition as they develop new skills. Routines are embedded and well structured, fostering children's motivation, curiosity and readiness to learn. Children make healthy choices throughout the day, including at lunchtime, where a variety of nutritious options are offered. They demonstrate growing independence as staff support them to manage their personal needs, such as by washing their hands before eating. Mealtimes are calm, and staff sit with children, engaging in meaningful conversations as children share their thoughts and ideas. Children spend plenty of time outdoors, enjoying learning outside as well as developing their physical skills. Leaders and staff prioritise safer sleeping and safer eating habits, implementing these consistently across the nursery and sharing guidance with parents to promote continuity. Leaders have a deep understanding of each child and their family circumstances, enabling them to respond promptly when children require support, for example to regulate their emotions. This responsive practice ensures that children feel understood and supported as their needs evolve.

Achievement

Expected standard

All children make typical progress from their individual starting points. They learn mathematical concepts and use these as they play. For example, when playing with the dinosaurs, children experiment with colours and textures. Children form positive, trusting relationships with both staff and one another. They typically play nicely alongside their friends and involve them in their games. Children work collaboratively and negotiate together to solve problems, such as how the cars will fit under the bridge. Children are confident, engaged and curious, exploring the environment with enthusiasm. For example, when exploring the growing area, children show curiosity about which vegetables are ready to be picked, talk about smell and texture, and discuss how vegetables grow. These rich interactions support language development, deepen their understanding of the natural world and encourage sustained shared thinking. Children are beginning to learn the skills that they will need for the next stage of their learning. Babies explore sensory items and bubbles, responding with clear delight as they feel and manipulate different textures. Older children can wait patiently during a game until it is their turn to throw the beanbags into the designated area. These experiences help children to build foundations for later learning.

Behaviour, attitudes and establishing routines

Expected standard

Leaders and staff create a welcoming, nurturing environment where all children are happy, confident and secure. Warm relationships help children to feel safe and develop a sense of belonging. Children seek comfort from familiar adults and often initiate holding hands or cuddles, demonstrating secure attachments. This helps staff to recognise when some children, including those with special educational needs and/or disabilities or who are facing barriers to learning, need extra support to manage their emotions. Children demonstrate positive attitudes to learning, showing curiosity, sustained engagement and a clear willingness to explore new challenges. For example, children extend their play with wooden blocks by experimenting with different ways to balance and build, testing out ideas and persisting when structures fall. Children generally behave kindly towards each other. Staff role model expected behaviours and good manners and are polite to others. As a result, children follow their example by saying 'please' and 'thank you' at mealtimes and waiting patiently to serve themselves food. Children adhere to boundaries well with gentle reminders from staff, such as about remembering to use their 'kind hands'. For example, when children share toys with their peers, staff praise and encourage positive behaviours, reinforcing cooperation and kindness. Leaders understand the importance of attendance and there are systems in place to monitor and check any absences.

Curriculum and teaching

Expected standard

Staff know children well and develop children's learning by following their interests, including imagination and trajectory activities, to shape meaningful experiences. This approach helps to sustain children's engagement and enjoyment in their learning. There are times, though, when children's next steps are not consistently known across the staff team and therefore not promoted quite as precisely as they could be. Mathematical language is embedded in routines, with staff confidently weaving concepts into activities. Younger children explore colours through sensory bottles, while older children problem-solve and explore trajectory. Physical development is central, with daily opportunities to build core strength outdoors, such as by throwing beanbags and exploring the space, which allows children to run freely. These experiences are well sequenced and support children to develop coordination, spatial awareness and resilience. Children's communication and language are generally promoted well throughout the nursery. Staff use open-ended questions, such as 'Why do you think that might be?', and provide time for children to think of their responses. They engage children in conversations and are genuinely interested in what children have to say. Independence is prioritised, with children finding their own names during the welcome song and managing their personal belongings confidently, demonstrating growing autonomy and self-help skills.

Inclusion

Expected standard

Leaders have built an inclusive, welcoming environment where every child is respected, valued and supported to thrive. Children with special educational needs and/or disabilities, as well as those who face barriers to learning, are identified quickly, and their learning and progress are monitored regularly. Staff typically have high expectations for children, ensuring that all are encouraged to achieve well and develop increasing independence. Leaders and staff understand that some children require additional help, offering targeted small-group and one-to-one support. For example, focused activities such as the 'What's in the Jungle' game are used to develop language through repetition, helping children make effective progress while strengthening their sense of belonging. Leaders recognise the importance of working closely with external professionals and understand the significant role they play in supporting children, particularly those with emerging or complex needs. Leaders act on specialist advice and embed tailored strategies into daily routines, which has been particularly effective in supporting children's concentration, engagement and overall development. Daily routines remain flexible, enabling staff to offer spontaneous, responsive support when needed. The environment has been thoughtfully adapted to ensure that all children's needs are met, creating a nurturing, calm and inclusive space. Children benefit from warm relationships with staff, who interact with them respectfully and sensitively, reinforcing emotional security and modelling positive social behaviour.

Leadership and governance

Expected standard

Leaders have a clear understanding about the context of the setting overall. They are committed to sustaining and improving the quality of provision, and have identified some appropriate priorities for development. Their approach is evident in initiatives such as the new transition area, which has been thoughtfully designed to support smoother transitions between rooms and strengthen continuity of learning. This space also provides additional emotional security for children, particularly those with special educational needs and/or disabilities, as well as children who face barriers to learning. Leaders actively involve staff in decisions that, on the whole, shape children's experiences, including contributing to curriculum planning and refining approaches to children's interests and development. Staff speak highly of leaders, describing them as approachable, supportive and responsive. Supervision and professional discussions promote staff development and accountability. Training is accessed regularly and embedded into practice, closely linked to enhancing the provision for children; for example, staff attended training on supporting children with their eating. That said, leaders have not identified that there are staff who do not consistently recognise that the intent of some activities is not always at the correct level for all children taking part. Leaders place an importance on ensuring that all families feel included and part of the nursery community. A digital communication platform is used effectively to share information and updates about children's progress. Additional support is provided where needed, including helping children and families with transitions into school, and offering tailored guidance for parents and carers of children who face barriers to learning.

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

Children are happy and well cared for and develop secure relationships with staff in a nurturing and welcoming environment. Babies confidently seek reassurance and comfort from familiar adults, while older children arrive eagerly, waving goodbye to parents and carers with growing confidence and independence. The calm, well-organised environment encourages exploration, choice and purposeful engagement, helping children feel secure and ready to learn. Children develop positive social skills through warm interactions with staff and peers. They build close friendships and play together with kindness and respect. Clear, consistent boundaries support emotional regulation and cooperative behaviour. Children show positive attitudes, demonstrate curiosity and engage with enthusiasm in a wide range of experiences that reflect their interests and developmental stages. For example, younger children delight in playing with bubbles, while older children show sustained engagement outdoors. Mealtimes are sociable occasions where children enjoy conversation, practise independence and make healthy choices. Staff model language, manners and turn-taking, reinforcing the nursery's culture of respect and positive social development. Children have plentiful opportunities to develop their physical skills, particularly in the outdoor environment. They build core strength, coordination and spatial awareness, and use their imagination creatively through, for instance, exploring the small-world animals. They communicate confidently and cooperate well during play, demonstrating the ability to share, take turns and work together. Every child is known well, and the environment is thoughtfully adapted to meet individual needs. Children who require additional help are included and supported, and all children make progress from their starting points because, on the whole, staff understand each child's development and shape the provision accordingly. This creates a strong sense of belonging, enabling children to express themselves confidently and form meaningful friendships.

Next steps

About this inspection

The inspector spoke with leaders, staff, children and 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: 206233
Address: 1 Cherry Garth Hilton Derby Derbyshire DE65 5FT
Type: Childcare on Non-Domestic Premises, Full day care
Registration date: 01/10/1996
Registered person: Irons, Veronica
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00
Local authority: Derbyshire

Facts and figures

Age range at inspection: 1 to 4
Total places: 24

Data from 10 September 2026

Cherry Tree Day Nursery (The) Unique reference number (URN): 206233 Address: 1 Cherry Garth, Hilton, Derby, Derbyshire, DE65 5FT Type: Childcare on non-domestic premises Registered with Ofsted: 01/10/1996 Registers: EYR, CCR, VCR Registered person: Irons, Veronica Inspection report: 10 September 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 Expected standard Children's welfare and wellbeing Strong standard Leaders and staff consistently place a high priority on children's wellbeing and welfare. All children, including those with special educational needs and/or disabilities or who are facing barriers to learning, are happy, settled and emotionally secure. The nursery's family-feel culture is evident throughout the provision. Children are nurtured with warmth and sensitivity. An effective key-person system is firmly in place through which all children develop secure attachments. For example, children benefit from one-to-one focus time that strengthens relationships and provides emotional security. Good hygiene practice ensures that the personal needs of babies are met with care and consistency. Babies experience individualised routines that are respectful and promote early independence. Their care routines and weaning arrangements are thoughtfully tailored to their needs, supporting a smooth and confident transition as they develop new skills. Routines are embedded and well structured, fostering children's motivation, curiosity and readiness to learn. Children make healthy choices throughout the day, including at lunchtime, where a variety of nutritious options are offered. They demonstrate growing independence as staff support them to manage their personal needs, such as by washing their hands before eating. Mealtimes are calm, and staff sit with children, engaging in meaningful conversations as children share their thoughts and ideas. Children spend plenty of time outdoors, enjoying learning outside as well as developing their physical skills. Leaders and staff prioritise safer sleeping and safer eating habits, implementing these consistently across the nursery and sharing guidance with parents to promote continuity. Leaders have a deep understanding of each child and their family circumstances, enabling them to respond promptly when children require support, for example to regulate their emotions. This responsive practice ensures that children feel understood and supported as their needs evolve. Achievement Expected standard All children make typical progress from their individual starting points. They learn mathematical concepts and use these as they play. For example, when playing with the dinosaurs, children experiment with colours and textures. Children form positive, trusting relationships with both staff and one another. They typically play nicely alongside their friends and involve them in their games. Children work collaboratively and negotiate together to solve problems, such as how the cars will fit under the bridge. Children are confident, engaged and curious, exploring the environment with enthusiasm. For example, when exploring the growing area, children show curiosity about which vegetables are ready to be picked, talk about smell and texture, and discuss how vegetables grow. These rich interactions support language development, deepen their understanding of the natural world and encourage sustained shared thinking. Children are beginning to learn the skills that they will need for the next stage of their learning. Babies explore sensory items and bubbles, responding with clear delight as they feel and manipulate different textures. Older children can wait patiently during a game until it is their turn to throw the beanbags into the designated area. These experiences help children to build foundations for later learning. Behaviour, attitudes and establishing routines Expected standard Leaders and staff create a welcoming, nurturing environment where all children are happy, confident and secure. Warm relationships help children to feel safe and develop a sense of belonging. Children seek comfort from familiar adults and often initiate holding hands or cuddles, demonstrating secure attachments. This helps staff to recognise when some children, including those with special educational needs and/or disabilities or who are facing barriers to learning, need extra support to manage their emotions. Children demonstrate positive attitudes to learning, showing curiosity, sustained engagement and a clear willingness to explore new challenges. For example, children extend their play with wooden blocks by experimenting with different ways to balance and build, testing out ideas and persisting when structures fall. Children generally behave kindly towards each other. Staff role model expected behaviours and good manners and are polite to others. As a result, children follow their example by saying 'please' and 'thank you' at mealtimes and waiting patiently to serve themselves food. Children adhere to boundaries well with gentle reminders from staff, such as about remembering to use their 'kind hands'. For example, when children share toys with their peers, staff praise and encourage positive behaviours, reinforcing cooperation and kindness. Leaders understand the importance of attendance and there are systems in place to monitor and check any absences. Curriculum and teaching Expected standard Staff know children well and develop children's learning by following their interests, including imagination and trajectory activities, to shape meaningful experiences. This approach helps to sustain children's engagement and enjoyment in their learning. There are times, though, when children's next steps are not consistently known across the staff team and therefore not promoted quite as precisely as they could be. Mathematical language is embedded in routines, with staff confidently weaving concepts into activities. Younger children explore colours through sensory bottles, while older children problem-solve and explore trajectory. Physical development is central, with daily opportunities to build core strength outdoors, such as by throwing beanbags and exploring the space, which allows children to run freely. These experiences are well sequenced and support children to develop coordination, spatial awareness and resilience. Children's communication and language are generally promoted well throughout the nursery. Staff use open-ended questions, such as 'Why do you think that might be?', and provide time for children to think of their responses. They engage children in conversations and are genuinely interested in what children have to say. Independence is prioritised, with children finding their own names during the welcome song and managing their personal belongings confidently, demonstrating growing autonomy and self-help skills. Inclusion Expected standard Leaders have built an inclusive, welcoming environment where every child is respected, valued and supported to thrive. Children with special educational needs and/or disabilities, as well as those who face barriers to learning, are identified quickly, and their learning and progress are monitored regularly. Staff typically have high expectations for children, ensuring that all are encouraged to achieve well and develop increasing independence. Leaders and staff understand that some children require additional help, offering targeted small-group and one-to-one support. For example, focused activities such as the 'What's in the Jungle' game are used to develop language through repetition, helping children make effective progress while strengthening their sense of belonging. Leaders recognise the importance of working closely with external professionals and understand the significant role they play in supporting children, particularly those with emerging or complex needs. Leaders act on specialist advice and embed tailored strategies into daily routines, which has been particularly effective in supporting children's concentration, engagement and overall development. Daily routines remain flexible, enabling staff to offer spontaneous, responsive support when needed. The environment has been thoughtfully adapted to ensure that all children's needs are met, creating a nurturing, calm and inclusive space. Children benefit from warm relationships with staff, who interact with them respectfully and sensitively, reinforcing emotional security and modelling positive social behaviour. Leadership and governance Expected standard Leaders have a clear understanding about the context of the setting overall. They are committed to sustaining and improving the quality of provision, and have identified some appropriate priorities for development. Their approach is evident in initiatives such as the new transition area, which has been thoughtfully designed to support smoother transitions between rooms and strengthen continuity of learning. This space also provides additional emotional security for children, particularly those with special educational needs and/or disabilities, as well as children who face barriers to learning. Leaders actively involve staff in decisions that, on the whole, shape children's experiences, including contributing to curriculum planning and refining approaches to children's interests and development. Staff speak highly of leaders, describing them as approachable, supportive and responsive. Supervision and professional discussions promote staff development and accountability. Training is accessed regularly and embedded into practice, closely linked to enhancing the provision for children; for example, staff attended training on supporting children with their eating. That said, leaders have not identified that there are staff who do not consistently recognise that the intent of some activities is not always at the correct level for all children taking part. Leaders place an importance on ensuring that all families feel included and part of the nursery community. A digital communication platform is used effectively to share information and updates about children's progress. Additional support is provided where needed, including helping children and families with transitions into school, and offering tailored guidance for parents and carers of children who face barriers to learning. Compulsory Childcare Register requirements This setting has met the requirements of the compulsory part of the Childcare Register. How we check if a provider meets the requirements of the Compulsory Childcare Register When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes: Met Not met Voluntary Childcare Register requirements This setting has met the requirements of the voluntary part of Childcare Register. How we check if a provider meets the requirements of the Voluntary Childcare Register When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes: Met Not met What it's like to be a child at this setting Children are happy and well cared for and develop secure relationships with staff in a nurturing and welcoming environment. Babies confidently seek reassurance and comfort from familiar adults, while older children arrive eagerly, waving goodbye to parents and carers with growing confidence and independence. The calm, well-organised environment encourages exploration, choice and purposeful engagement, helping children feel secure and ready to learn. Children develop positive social skills through warm interactions with staff and peers. They build close friendships and play together with kindness and respect. Clear, consistent boundaries support emotional regulation and cooperative behaviour. Children show positive attitudes, demonstrate curiosity and engage with enthusiasm in a wide range of experiences that reflect their interests and developmental stages. For example, younger children delight in playing with bubbles, while older children show sustained engagement outdoors. Mealtimes are sociable occasions where children enjoy conversation, practise independence and make healthy choices. Staff model language, manners and turn-taking, reinforcing the nursery's culture of respect and positive social development. Children have plentiful opportunities to develop their physical skills, particularly in the outdoor environment. They build core strength, coordination and spatial awareness, and use their imagination creatively through, for instance, exploring the small-world animals. They communicate confidently and cooperate well during play, demonstrating the ability to share, take turns and work together. Every child is known well, and the environment is thoughtfully adapted to meet individual needs. Children who require additional help are included and supported, and all children make progress from their starting points because, on the whole, staff understand each child's development and shape the provision accordingly. This creates a strong sense of belonging, enabling children to express themselves confidently and form meaningful friendships. Next steps Leaders should further enhance oversight of teaching practice to make a precise evaluation of how well the curriculum and children's next steps are implemented across the setting. Leaders should further support staff in consistently following through on children's next steps, ensuring that intended outcomes are always clearly understood and embedded across daily practice. Inspector: Su Lavercombe About this setting Unique reference number (URN): 206233 Address: 1 Cherry Garth Hilton Derby Derbyshire DE65 5FT Type: Childcare on non-domestic premises Registration date: 01/10/1996 Registered person: Irons, Veronica Register(s): EYR, CCR, VCR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00 Local authority: Derbyshire Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 10 September 2026 About this inspection The inspector spoke with leaders, staff, children and 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. Children numbers Age range of children at the time of inspection 1 to 4 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. 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? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn. Piccadilly Gate Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted © Crown copyright 2026 © Crown copyright