URN 2779937 · Inspected 2026-07-16 · Published 2026-10-23 · Inspector: Sheron Kantor
Dove Tree Montessori Nursery Limited Unique reference number (URN): 2779937 Address: 483 Didsbury Road, Heaton Mersey, SK4 3AY Type: Childcare on non-domestic premises Registered with Ofsted: 21/02/2024 Registers: EYR Registered person: Dove Tree Montessori Nursery Limited Inspection report: 16 July 2026 Exceptional Strong standard Expected standard Needs attention Urgent improvement Strong standard Safeguarding standards not met Leaders have not ensured that there is an open and positive culture around safeguarding. This puts children at significant risk of harm. Leaders have not ensured that concerns about children's safety are immediately notified to the local authority children's social care team, in line with local reporting procedures. This is a breach of the early years foundation stage requirements. Leaders know how to recognise safeguarding concerns and understand the procedures for reporting concerns, including whistleblowing. However, they do not consistently implement these procedures when safeguarding concerns arise. 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. Achievement Strong standard All children, including children who speak English as an additional language and those who face barriers to learning, achieve consistently well from their starting points. Children make rapid progress and achieve above the levels expected for their age and stage of development across all areas of learning. Activities are purposeful and provide children with age-appropriate learning experiences that support their ongoing development effectively. Children learn and embed new skills securely and build on what they already know. As a result, children demonstrate high levels of confidence and become independent, motivated learners who achieve exceptionally well. Children develop high levels of self-esteem, as they receive praise and positive reinforcement. This enables them to develop a determined and enthusiastic approach to learning. From the earliest stages, communication and language are prioritised, with children confidently using ambitious vocabulary throughout their day. Children routinely make independent choices in their learning and demonstrate curiosity, persistence and pride in what they achieve. Children are very well prepared for their next stage of learning, with transitions carefully planned and supported to help them feel confident and secure. Behaviour, attitudes and establishing routines Strong standard Children demonstrate impeccable behaviour throughout the setting, reflecting the nurturing environment and clear expectations established by leaders and adults. Children share resources willingly, speak kindly to their friends and model positive actions, creating a culture of kindness, respect and care. They concentrate for sustained periods and take pride in their achievements. All children develop strong independence, managing self-care routines such as serving food, cleaning up, and making choices in their play. Adults consider children's age, stage of development and individual needs, providing encouragement and support that enables children to develop confidence and resilience. Children build positive relationships with each other and are supported to learn how to collaborate and get along with others. For example, children work together to move seats to create a stage so they can sing together, demonstrating cooperation and shared enjoyment. Adults use praise and positive reinforcement effectively to celebrate children's efforts and promote confidence. Leaders recognise the importance of regular attendance and punctuality and work closely with families to ensure children arrive calmly, on time and ready to engage positively in their learning. Children's welfare and wellbeing Strong standard Adults build warm and responsive relationships with children and support their welfare and wellbeing through daily interactions. Each child's key person forms secure and responsive relationships with children from the time they start. This highly effective key-person system enables adults to know each child well and respond sensitively to their individual needs. Strong partnerships with families ensure that adults maintain an up-to-date understanding of children's routines and changing circumstances. This provides the consistency children need to feel secure and emotionally well supported. Adults use the information they gather from parents to tailor care routines to children's individual needs. For example, sleep routines are adapted as children's needs change, providing continuity between home and the setting. Adults recognise when children need different strategies to help them regulate their emotions, and adapt their approach accordingly. As a result, children develop secure emotional wellbeing, and those who face barriers to learning receive the support they need to thrive. Children's physical health and wellbeing are promoted effectively. They enjoy healthy meals and snacks and learn about healthy lifestyles through everyday experiences. For example, children prepare fruit, discuss healthy food choices and use age-appropriate knives and cutters safely. These experiences help children develop independence, understand how to keep themselves safe and build confidence in their own abilities. Curriculum and teaching Strong standard Adults provide a carefully planned curriculum that promotes children's engagement, independence and social and emotional development. Leaders have a clear intent for children to develop confidence, resilience and positive relationships. The curriculum draws on Montessori principles, alongside the statutory early years curriculum, supporting Expected standard independence, concentration and sustained self-directed learning. Adults implement this consistently through well-established routines, secure attachments and purposeful interactions that support children's emotional wellbeing. Adults implement a structured 'work cycle' that enables children to build securely on what they already know. For example, children use tools, such as hammers and nails, to strengthen small muscles before creating increasingly complex patterns, including geometric shapes. Children sustain concentration, persevere when challenged and take pride in their achievements, developing fine motor skills alongside their understanding of shape and pattern. Adults plan meaningful opportunities for children to develop social skills, including turn taking, sharing and cooperative play through group and child-initiated activities. They support children to recognise and manage their emotions by modelling language, naming feelings and providing consistent guidance. Adults promote early mathematical understanding through everyday routines, such as counting, sorting and using mathematical language during play. Children become highly engrossed in science activities as they explore which objects float and sink in water. Knowledgeable adults make the most of learning opportunities to deepen children's learning and relate it to their own experiences. For example, when exploring why some objects float, adults help children link this to times when they have floated in a swimming pool or in the sea on holiday. This helps children strengthen their understanding by making meaningful connections between new learning and what they already know. Inclusion Expected standard Overall, leaders generally have a secure understanding of how to identify children's needs and provide appropriate support to reduce barriers to learning, including for children with special educational needs and/or disabilities (SEND) and those who speak English as an additional language. Adults identify when children need extra help, and work closely with parents, carers and external professionals to put strategies in place. This enables children to access the provision and make progress from their starting points. However, very occasionally, staff do not skilfully adjust their practice to recognise when children may need more sensitive support and engagement. Leaders monitor children's progress carefully and adapt support as children's individual needs change. They draw on the expertise of a range of professionals to strengthen practice and improve outcomes for children. For example, adults work with speech and language therapists to develop strategies that help children follow instructions. They also adapt the environment and plan targeted activities to support children in developing their large-muscle skills, balance and coordination. These well-planned interventions have a positive impact on children's learning and development. Leaders ensure that decisions about spending additional funding are linked to each child's individual needs. Adults who support children with SEND receive targeted training to Urgent improvement strengthen their knowledge and skills, enabling them to implement agreed strategies consistently. Adults create focused support plans in partnership with parents and carers, keeping families informed about their children's progress and involving them in reviewing the support provided. This collaborative approach provides consistency between home and the setting and helps children achieve well. Leadership and governance Urgent improvement Leaders have not ensured that child protection procedures are implemented effectively. They do not always take immediate action or seek advice from safeguarding agencies when concerns about children's welfare are identified. As a result, children are not always safeguarded at the earliest opportunity. Leaders understand the setting's strengths and have established a well-organised and ambitious curriculum with clear expectations for all children. They are fully involved in children's learning and show commitment to providing high-quality education. Leaders recognise where further improvements are needed, which enables them to continue to review and develop the quality of the provision. Regular supervision helps to identify gaps in adults' knowledge and skills. Leaders use this information to plan focused training and support to strengthen practice. They acknowledge that some adults need further support to build confidence in their interactions with children. Staff feel valued, display dedication and enthusiasm, and demonstrate secure knowledge that supports consistent practice across the setting. Leaders consider staff wellbeing and workload through professional discussions and planned meetings. Partnerships with parents are strong. Parents speak highly of leaders and staff and appreciate frequent communication about their children's wellbeing and progress. Leaders provide ideas to support parents to continue children's learning at home, and work closely with families to promote children's development and independence. What it's like to be a child at this setting Safeguarding requirements are not met. There have been times when leaders have not notified the local authority children's social care team in a timely way when concerns arise. This increases the risk of harm because children may not get timely help to keep them safe. Children enjoy their time at this welcoming setting. Adults greet children warmly and support them to feel secure and confident on arrival. Children develop positive relationships with adults and their peers and are supported to learn alongside each other. Babies receive gentle care, including cuddles and reassurance, while older children confidently seek support when needed. These positive and sensitive interactions help children to settle quickly and develop a strong sense of belonging. Adults promote regular attendance. They value family contributions and use information about children's routines, interests and home experiences to ensure every child feels recognised and understood. They provide engaging, age-appropriate activities that reflect children's interests and support rapid progress from their starting points. Children benefit from a warm, calm and tranquil environment indoors and outdoors. Children demonstrate high levels of engagement and enjoyment in their learning. For example, babies delight in playing with metal objects to make sounds, while adults sit alongside them and narrate their actions. This strengthens early communication, exploration and shared enjoyment. Children confidently join in with songs and rhymes, identify parts of their body and respond to prompts with enthusiasm. Older children also sing songs about peace, which supports their early understanding of kindness, cooperation and getting along with others. Children develop a deep-rooted interest in books and stories. Younger children enjoy sharing picture books with adults, while older children listen attentively to short stories. Opportunities to create personal books about themselves and their families strengthen children's sense of identity and belonging. Children behave well and play cooperatively. For example, pre-school children work together to invent their own exploration games and spontaneously cheer their friends' achievements. Next steps The provider is not meeting the requirements of the Early years foundation stage and Ofsted intends to take enforcement action. We will issue a Welfare Requirements Notice requiring the provider to have taken the following actions by the assigned date: Action Completion Date ensure that safeguarding policies and procedures are implemented consistently so that all necessary steps are taken to keep children safe and well 07/08/2026 Inspector: Sheron Kantor About this setting Unique reference number (URN): 2779937 Address: 483 Didsbury Road Heaton Mersey SK4 3AY Type: Childcare on non-domestic premises Registration date: 21/02/2024 Registered person: Dove Tree Montessori Nursery Limited Register(s): EYR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:00 Local authority: Stockport Action Completion Date ensure that leaders take immediate action when safeguarding concerns arise, including following local reporting procedures and notifying the local authority children's social care team without delay when required 07/08/2026 About this inspection The inspectors spoke with leaders, practitioners, 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. A quality assurance visit by an additional inspector was carried out at this inspection. Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 16 July 2026 Children numbers Age range of children at the time of inspection 1 to 4 Total number of places 45 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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