URN EY549517 · Inspected 2026-01-23 · Published 2026-04-01 · Inspector: Amy Johnson
Oak Tree Nursery School Stanah Unique reference number (URN): EY549517 Address: Stanah Primary School, Thornton-Cleveleys, FY5 5JR Type: Childcare on non-domestic premises Registered with Ofsted: 14/09/2017 Registers: EYR, CCR, VCR Registered person: Oak Tree Nursery School Fleetwood Limited Inspection report: 23 January 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 Inclusion Strong standard Staff accurately and swiftly identify any emerging gaps and special educational needs and/or disabilities. They seek appropriate advice and support from other professionals and work collaboratively to put targeted support in place in a timely manner. Staff ensure that support remains effective as children's needs change over time through close monitoring of interventions and support. Children often catch up to their peers as a result of staff's dedicated approach. Professional development supports staff in their roles and focuses on children's needs. For instance, staff learn basic signing to support children to communicate their needs. All children make excellent progress from their starting points, irrespective of any barriers faced when they first start at nursery. Barriers to children's learning are identified quickly, and steps are taken to remove them wherever possible. Disadvantaged children and those with challenging family circumstances are very well supported. Additional funding is used thoughtfully to promote the areas children need most support in. Leaders take the time to understand each family's needs and support them well throughout their time at nursery and after they leave. All children make solid progress from their starting points and are extremely well prepared for their move on to school. Achievement Expected standard All children achieve appropriately from their individual starting points and develop well in all areas of learning. They enjoy stories and songs throughout their day that support their developing vocabulary and help them learn to love books. They learn to focus their attention as they play and learn, and concentrate well. Children develop and practise specific physical skills that support their independence, their ability to join games and activities and their confidence. Children leave the setting ready to move on to school, with well-developed emotional intelligence and resilience. They make and manage friendships and their behaviour well. Children with barriers to their learning or wellbeing make consistent and secure progress as a result of well-tailored and wide-ranging experiences and support. All children are very well prepared for their move on to school, having the understanding and key skills they need for the next stage of their education and to thrive in life. Behaviour, attitudes and establishing routines Expected standard Children understand the routines at nursery and become familiar with routines for school in advance of attending. Staff are positive role models and have consistently high expectations for all children's behaviour. They support children to help look after resources, recall rules and manage disputes and frustrations. As a result, children develop positive attitudes towards their learning, the environment and their relationships. Children play well together and are mindful of their behaviours and their friends' feelings. They understand that their younger siblings and friends may need more support as they are still learning some basic skills. Caring and calm staff support younger children well as they settle and learn about expectations in an age-appropriate manner. Children enjoy their time at nursery, and staff support parents and carers to promote consistent attendance and punctuality. Children with barriers to their learning and wellbeing are supported very well, and their individual needs are thoughtfully considered. For instance, children with specific needs have additional support at mealtimes to ensure that they can join these key times of the day and enjoy them with their friends. Children focus well and maintain attention during activities and play. Children's welfare and wellbeing Expected standard Children's wellbeing and welfare are a priority. Leaders understand that children's emotional and security needs must be met for them to learn effectively. Babies' and children's emotional understanding is thoughtfully considered and supported in age-appropriate ways. Babies and children who are new to the nursery or to their room settle well. Staff gather plenty of useful information from parents and carers to help get to know them from the outset. They find out about their likes and dislikes, home routines and prior experiences, for example. Children develop security in their sense of belonging. They understand and discuss a range of emotions as a result of well-planned and specific teaching. Children learn about healthy foods and about why they should drink and stay hydrated. Routines such as those around sleeping and eating are managed safely and support children's individual needs. Care is taken to reduce barriers to children joining their peers at these key times of the day. Children learn how to keep themselves safe and why rules and boundaries are in place. For example, forest-school sessions help children learn exciting new physical and practical skills in a safe and supported manner. Curriculum and teaching Expected standard Leaders have a sound overview of the quality of the provision. The curriculum is broad, and ambition for all children is high. Typically, the curriculum is taught well and equips children with the skills and knowledge they need to succeed. Teaching is well sequenced and helps children build on what they know and can do. Staff use assessment effectively to determine children's next steps in learning and plan with these in mind. Teaching is inclusive and thoughtfully adapted to support children with special educational needs and/or disabilities. This helps them enjoy their learning and make secure progress. Leaders understand where they can support staff further to enhance consistency of teaching across the nursery, helping children become confident and competent learners before they leave for school. Room arrangements for younger children are new, and leaders are supporting staff to embed the curriculum as they adapt to the new environment. Children's language and mathematical skills are supported, but should be promoted with more purpose, particularly for younger children. Physical development is well sequenced and planned with purpose. Outdoor opportunities enhance children's learning well. Experiences such as forest-school sessions help children learn and develop skills they may not otherwise have. Staff promote children's emotional intelligence well. Children understand and discuss their emotions and know how their behaviours may affect others. Leadership and governance Expected standard Leaders understand their roles and responsibilities and have sound oversight of the nursery provision. Leaders support staff well and are particularly mindful of their wellbeing and personal challenges. Changes to room arrangements and ages of children attending mean that the curriculum is still being embedded for some age groups. Leaders are supporting staff with this well. Leaders understand the quality of provision and develop ongoing plans for continual improvement. Professional development helps to enhance staff's skills and knowledge and supports all children's needs well. Staff feel valued and supported in their roles and give their best to promote positive outcomes for all children. Staff's wellbeing and workload is considered well to help them fulfil their roles effectively. Parents and carers are involved in their children's learning, and home links are secure. Home learning is well supported, and parents are kept updated about their children's day and progress. Partnership working with other professionals helps to support individual needs and promotes consistency of care for all children. Links with schools are particularly effective, helping to ensure smooth transitions as children move on in their education. 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 All children achieve well and are prepared for their move on to the next stages of their learning and development, including school. Transitions are smooth, and children know what to expect next in their day and as they move on in their education. Staff support children well to understand the rules and routines at school before they move on to attend. They develop the knowledge and skills they need to succeed in life and for their future learning. Children enjoy their learning and develop independence in skills and making choices. They are busy and curious, engaging well in their play and learning. Children feel secure, make friends and benefit from close bonds with caring and sensitive staff. Staff get to know children well from the outset, supporting their emotional development very well. All children and their families feel welcomed and valued. Children with barriers to their learning are supported extremely well. Leaders are mindful of the individual circumstances of each child and family. Children's starting points and any barriers to learning or wellbeing are identified early on. Effective steps are taken to reduce and remove barriers, and teaching is adapted with children's abilities and stage of learning in mind. Families of children with special educational needs and/or disabilities feel that their opinions and ideas are valued and acted on. Leaders promote children's consistent attendance through flexible and thoughtful arrangements with families. They use additional funding well. Sessions to promote specific sporting and physical skills, for instance, support individual children and also their peer group. Home links support consistency of care and learning and boost children's self-esteem and confidence. They enjoy talking with their friends about photos from home and their family activities. All children make secure progress in their learning. Inspector: Amy Johnson About this setting Unique reference number (URN): EY549517 Address: Stanah Primary School Thornton-Cleveleys FY5 5JR Type: Childcare on non-domestic premises Registration date: 14/09/2017 Registered person: Oak Tree Nursery School Fleetwood Limited Register(s): EYR, CCR, VCR Operating hours: Monday,Tuesday,Wednesday : 08:00 - 17:15,Thursday,Friday : 08:00 - 16:00 Local authority: Lancashire Next steps Leaders should continue to support staff to enhance and embed the consistency of curriculum delivery across the nursery. Leaders should support staff to promote children's language and mathematical skills even more effectively through focused and purposeful teaching during activities, particularly for younger children. About this inspection The inspector spoke to leaders, staff, special educational needs coordinators, parents and carers and children 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. Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 23 January 2026 Children numbers Age range of children at the time of inspection 0 to 4 Total number of places 36 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. 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