URN 2834743 · Inspected 2026-09-17 · Published 2026-10-21 · Inspector: Amanda Picken
Dreamtree day nursery Unique reference number (URN): 2834743 Address: Unit a, Hereward Rise, Halesowen, B62 8AN Type: Childcare on non-domestic premises Registered with Ofsted: 08/04/2025 Registers: EYR Registered person: DREAM TREE DAY NURSERY LTD Inspection report: 17 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 Achievement Strong standard Children make progress from their individual starting points and develop the knowledge, skills and confidence they need for their next steps in learning. They show positive attitudes towards learning and become actively involved in play and learning experiences. Children make particularly positive progress in communication and language, independence and physical development. Older children confidently use language to express their ideas and incorporate recently introduced vocabulary into their conversations and play. Toddlers experiment with new words and enthusiastically join in with familiar songs and rhymes. Babies communicate with staff through sounds, gestures and expressions, showing excitement and enjoyment as they engage in play. Children with special educational needs and/or disabilities and those who experience barriers to learning receive tailored support and appropriate adaptations. Children participate fully and build on their individual starting points. All children develop confidence, make meaningful connections in their learning and acquire the knowledge and skills they need to be well prepared for the next stage of their learning. Behaviour, attitudes and establishing routines Strong standard Leaders establish a harmonious and respectful culture where children understand expectations and feel confident. Clear, consistent routines help children know what to expect and enable them to access the environment, resources and activities independently. Children behave positively and develop respectful relationships with others. Staff know children well and use their knowledge of individual needs, interests and development to provide consistent, age-appropriate support. They act as positive role models, use praise to reinforce desired behaviours and share children's excitement and enjoyment. Staff teach children how to manage their feelings, cooperate with others and resolve difficulties. They use calm and consistent approaches, including calming baskets, and children respond positively to the strategies. Staff adapt their approach to meet individual needs, ensuring that all children can participate successfully. They use their understanding of children's interests to sustain engagement and encourage children to develop their learning. Staff teach expectations and routines clearly and directly, helping children understand how to behave safely and respectfully. Children understand the setting's 'golden rules' and apply these during their play and interactions. Parents and carers report that children talk about the rules at home and speak positively about their experiences at the setting. Leaders promote regular attendance through clear and effective procedures. Staff understand their responsibilities, and leaders monitor attendance consistently. Leaders share their expectations for attendance with parents, helping them to understand the importance of regular attendance in supporting children's learning, development and sense of belonging. Children's welfare and wellbeing Strong standard Leaders recognise the importance of children's welfare and wellbeing and create a safe, secure environment where children feel valued and supported. Secure attachments with staff help children develop a sense of belonging. Familiar routines and positive relationships help children feel confident and secure as they explore their surroundings. Children develop an increasing understanding of their emotions and learn strategies to manage their feelings. The effective key-person system ensures that staff know children's individual needs well and respond sensitively. Children confidently seek comfort from familiar staff and return to their play feeling reassured. Positive relationships help children develop emotional security and a sense of belonging. Staff implement care practices that meet children's individual needs and are appropriate for their ages and stages of development. They work closely with parents and carers to maintain continuity between home and the setting, particularly in relation to sleep, weaning and toileting. This shared approach helps children experience familiar routines and supports their comfort and wellbeing. Staff follow safe-sleeping procedures consistently. Staff promote healthy lifestyles through nutritious food choices and regular physical activity. Children receive healthy meals and snacks that staff prepare appropriately. Staff work with parents to promote healthy choices, including suitable foods and preparation for children who bring lunch boxes. Children benefit from regular outdoor play and visits within the local environment. These experiences provide opportunities to move, exercise and develop physical health, supporting children's overall wellbeing. Curriculum and teaching Strong standard Leaders and staff provide a clear curriculum based on key principles of fostering independence, developing a love of learning, promoting healthy habits and building a rich and diverse vocabulary. Staff understand these principles and use them to shape children's experiences. Leaders regularly review the curriculum and identify where staff need to deepen their knowledge and skills. Staff place communication and language at the heart of the curriculum. They engage children in high-quality interactions, model new vocabulary, comment on their play, make suggestions and encourage them to think and respond. Staff use visual aids and Makaton signing to support children's communication and reduce barriers to learning. Children develop their physical skills through daily opportunities to move and explore. The enclosed outdoor area provides space to run, balance, climb and use large and small apparatus. Staff also support children to develop their early mark-making skills through a range of large- and small-scale resources. Staff provide regular opportunities for children to enjoy songs, rhymes and stories, which help children develop their attention and listening skills. Mathematics runs throughout the curriculum, with children counting, comparing size and weight and making predictions. For example, adults support toddlers using balance buckets outdoors to explore size, shape and weight. Positive attachments and an effective key-person system help staff understand children's individual needs. Children explore their emotions, learn to take turns and share with others. Staff adapt activities and environments to support inclusion. Consequently, children engage in age-appropriate learning experiences, build knowledge and skills from their starting points, and develop confidence for their transition to school. Inclusion Strong standard Leaders and staff create an inclusive environment where children receive the support they need to participate, learn and develop. Clear procedures help staff identify children with special educational needs and/or disabilities and recognise barriers to learning and development at an early stage. Leaders provide focused training, coaching and mentoring so staff can respond effectively to individual needs. Staff implement and regularly review individual targets to monitor progress and identify where further support is needed. Leaders work closely with other professionals to implement individual plans and recommended strategies. Staff make appropriate adaptations to help children access the curriculum and participate fully. They use visual aids, Makaton and other communication supports to help children understand routines, express their needs and engage in learning. Staff also use strategies such as 'Bucket Time' to develop attention and listening skills, as well as calming baskets to help children regulate their emotions and manage sensory needs. These approaches support all children while providing targeted help for those who need additional support to remain engaged and ready to learn. Leaders seek advice from external professionals and work with staff to implement recommended strategies. Parents and carers speak positively about the support they receive to identify their children's needs, develop individual targets and access additional services. Leaders also share practice with the local authority and have contributed to developing new documents and procedures that the local network of settings is currently reviewing before wider implementation. This reflects their commitment to developing inclusive practice beyond the setting. Leadership and governance Strong standard Leaders have a clear understanding of the setting's strengths and vision. They use monitoring, evaluation and reflective practice to identify areas for development and take timely action to improve provision. Leaders respond to updated guidance and ensure that staff continually develop their knowledge and skills through relevant training and coaching. Leaders have established effective systems for supervision and monitoring. These systems enable leaders to identify staff development needs and provide appropriate support. Effective induction procedures help new staff understand and implement the setting's policies and procedures consistently. New staff complete competency checklists and work alongside experienced colleagues through a buddy system, helping them develop confidence in their roles. Leaders prioritise staff workload and wellbeing. Staff can access support services when needed, and leaders have fostered a positive and supportive team culture where staff work collaboratively and feel valued. Leaders are committed to ensuring that all children make progress from their individual starting points. Clear assessment procedures help staff identify children's needs and monitor their development. Leaders work with other professionals and implement recommended strategies to support children's individual needs. They also share practice with the local authority, contributing to wider professional development. Leaders build positive partnerships with parents and carers. Parents speak highly of the information and support they receive and value guidance about how to support their children's learning at home. Leaders provide additional support for families experiencing difficulties. This helps families feel welcomed, valued and connected to the setting and contributes to a positive sense of belonging. What it's like to be a child at this setting There is a buzz of excitement at the start of each day as children eagerly enter this welcoming nursery and begin to explore. They separate confidently from their parents and carers and receive a warm welcome from familiar adults. Clear routines help children feel secure and confident as they move through the day. Children understand what is expected and confidently take part in everyday routines. Children form positive and trusting relationships with their key persons and other adults. They seek familiar adults for reassurance, comfort and cuddles when they need them. Children also approach adults to share their ideas, talk about their experiences and involve them in their play. These positive relationships help children feel valued and secure. The well-organised environment enables children to access resources independently and purposefully. Babies enjoy exploring the spacious indoor area, where they have room to pull themselves up, practise walking and investigate a range of resources safely. They also enjoy crawling and exploring resources in their designated outdoor space. Toddlers explore their environment with interest and particularly enjoy spending time in the den area, where they investigate a range of sensory resources. In the pre-school room, children choose from a variety of activities and resources and use the space provided for small-group experiences. They listen attentively to stories, share their ideas and respond to adults. Children confidently move their favourite resources around the environment and also take them outdoors, such as when they transport and play with dinosaurs. Children enjoy a wide range of experiences outdoors. They balance, paint, explore and experiment with wheeled toys and ramps. They compare the weight, size and shape of objects as they play. Children who experience barriers to their learning and development receive highly individualised support, enabling them to participate, develop their skills and experience success. All children enjoy exploring, playing and learning in an environment where they feel secure, listened to and supported. Inspector: Amanda Picken About this setting Unique reference number (URN): 2834743 Address: Unit a Hereward Rise Halesowen B62 8AN Type: Childcare on non-domestic premises Registration date: 08/04/2025 Registered person: DREAM TREE DAY NURSERY LTD Register(s): EYR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00 Local authority: Dudley Next steps Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences for those children who may face barriers to their learning and/or wellbeing. About this inspection The inspector spoke with leaders, staff, children, parents and carers, special educational needs coordinators and designated safeguarding leads 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 17 September 2026 Children numbers Age range of children at the time of inspection 1 to 3 Total number of places 72 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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