URN 2814853 · Inspected 2026-01-22 · Published 2026-03-16 · Inspector: Rachael Flesher
The Learning Tree Nursery Unique reference number (URN): 2814853 Address: Unit 7, Whitehills Drive, Whitehills Business Park, BLACKPOOL, FY4 5LW Type: Childcare on non-domestic premises Registered with Ofsted: 14/10/2024 Registers: EYR, CCR Registered person: Mary Poppins Nursery Fylde Limited Inspection report: 22 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 Achievement Strong standard All children, particularly those with special educational needs and/or disabilities, those who are known to children's social care, and those who may face other barriers to their learning, make significant progress through the curriculum. Babies and children build impressive vocabularies and language skills over time. By the time children leave to go to school, they can take part in often complex back-and-forth conversations and are extremely confident communicators. Children are developing secure mathematical knowledge and skills. With the support of staff, children successfully count the number of cups they have knocked down with the ball, count and show that same number using their fingers and then write the numeral on a board. Toddlers confidently count bees and show their understanding that bees visit flowers by tracing their finger from the bee to the flower in a picture book. All children secure breadth and depth in the knowledge, skills, confidence and independence they need to continue to achieve and thrive at school. Behaviour, attitudes and establishing routines Strong standard Leaders ensure parents understand that children arriving on time and attending regularly is an important part of supporting children's progress and securing their readiness for school. Leaders and staff make well-thought-out adaptations so that all children, including those with special educational needs and/or disabilities, can attend and are fully supported to thrive. Parents know that non-attendance will be followed up and why. Children show they feel settled and secure through their eagerness to learn and take part, and their warm and friendly interactions with staff and each other. Staff build highly positive relationships with children and make learning fun. They carefully consider children's needs and ages and stages of development when supporting them to learn and adopt the routines and expected behaviours of the nursery. As a result, children are extremely kind, caring and respectful of others and the environment. Their behaviour is exemplary. Older children show impressive personal, social and emotional skills. They excitedly wait to take turns and accurately throw a ball at a stack of cups. They cheer each other on and applaud and congratulate their friends' achievements. Babies are extremely comfortable to play and explore alongside their peers, and toddlers learn how to share and take turns early on. Children's welfare and wellbeing Strong standard Leaders and staff work extremely closely with parents and review their provision to ensure care practices and routines precisely meet the needs of the children. Adaptations are made to the daily routines of the setting as necessary to support children's individual needs. For example, at mealtimes, children with serious allergies are seated at a safe distance from their peers while ensuring they are fully integrated. For children with special educational needs and/or disabilities (SEND), leaders ensure all staff understand how to meet any specific medical or care needs they may have. The key-person arrangements are highly effective and staff have developed close, positive relationships with children. Staff support children to take safe risks, have a go and persevere. Children become increasingly independent and confident in their physical skills and personal safety over time. Children develop an excellent understanding of their physical development, health and wellbeing. At lunchtime, older children show impressive knowledge as they correctly name which food on their plate is a source of protein, carbohydrate and fibre and how it helps their bodies develop and function. Leaders understand how children's communication and language skills and emotional development are deeply interconnected. Building on their successes in children becoming confident communicators, leaders have now prioritised developing children's ability to manage and express their emotions with words. Staff invest considerable time listening to children, and they model words to help children understand their own feelings and those of others. Staff provide adaptations such as visual cues to support children, including those with SEND who do not yet have the words to express their emotions. Curriculum and teaching Strong standard The dedicated leadership team takes time to meticulously design and implement a highly ambitious, broad and carefully-sequenced curriculum. Highly effective links with local schools ensure leaders have an excellent understanding of how to help all children become ready for school. Leaders prioritise the development of children's communication and language, physical, personal, social and emotional skills, crucial for their school readiness. They regularly review and evaluate the impact of their curriculum and teaching and make adaptations as needed to ensure all children gradually build the knowledge and skills they need to a high standard. Staff work closely with parents and regularly assess children's learning and development. This ensures staff have an in-depth understanding of children's needs and what they know and can do, both when they start and as they progress through the curriculum. Staff use this information to tailor their teaching, including making the right adjustments and adaptations. This means that all children, including those with special educational needs and/or disabilities, are fully included and very well supported. Staff use every opportunity to teach children in a fun and exciting way that children are highly responsive to. All staff know exactly how to support the babies, toddlers and pre-school aged children to develop their communication and language skills. All staff consistently maintain level eye contact, model correct language and sign with the children. They regularly read and sing with children in ways that are appropriate to their age and stage of development. Inclusion Strong standard Right from the start, leaders and staff work in close partnership with parents to ensure they fully understand the context and needs of all children. This helps staff to secure a collaborative and consistent approach to how children are supported to learn and develop, both at the nursery and at home. Leaders ensure staff are comprehensively trained and supported to identify and address any gaps in children's learning and development and meet their needs. Careful monitoring of children's progress ensures that any concerns are quickly escalated and the right interventions are put in place through well-designed individual learning plans. Leaders work tirelessly to ensure children quickly receive the precise help they need from external professionals. This includes helping to secure additional funding, specialist intervention or an education, health and care plan, in time for children starting school. This is something parents particularly value. Leaders work closely with parents to use additional funding in the best possible way for each child, such as providing one-to-one support or extending their hours of attendance. Leaders and staff closely monitor the impact of all adjustments and adaptations they make to their curriculum, teaching, resources and environment. This ensures children are fully included, have their needs met and any barriers to their learning and development are reduced as swiftly as possible. Leadership and governance Strong standard Leaders have created a highly reflective and aspirational culture across the leadership and staff teams. Leaders know their strengths and are always looking for ways to improve so that they maintain high standards of care and education. Any decisions regarding the provision for children are taken with great care. Leaders make sure that decisions, such as changes to staffing arrangements or spending additional funding, have a positive impact on the children, particularly those with special educational needs and/or disabilities, those who are known to children's social care, and those who may face other barriers to their learning. The safety and wellbeing of staff is a high priority for leaders. Leaders make sure they are always available to their staff and provide sensitive, professional and personal support and guidance as needed. Leaders regularly meet with staff to check in on their wellbeing, discuss children's progress, review their performance and identify any professional development needs. Staff feel supported, valued and able to perform at their best. Leaders regularly check the quality of teaching and care practices and skilfully provide the right support, training and guidance to staff at the right time. This helps to embed high- quality teaching and a consistent approach to delivering the intended curriculum, so children make the best possible progress. Teachers from local schools have visited the nursery to see for themselves how leaders and staff are managing to secure children's readiness for school as well as they do. This is practice worthy of sharing with other settings so more children can benefit from their approach. 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 What it's like to be a child at this setting All children, particularly those with special educational needs and/or disabilities, those who are known to children's social care, and those who may face other barriers to their learning, are fully included, safe and supported throughout their time at this setting. They get the precise help they need to enable them to achieve and thrive at this nursery. Parents consistently report how leaders and staff 'go above and beyond' for their children, who have 'come on in leaps and bounds'. Leaders have secured a highly inclusive culture where every child feels safe, valued and respected. Staff develop strong bonds with children. Babies snuggle into staff for cuddles when they need comforting. Toddlers who are struggling to share turn to staff to help them to manage conflicts. Children receive lots of highly positive and meaningful praise and encouragement, and staff consistently model their high expectations of children. Children are extremely kind and respectful, and their behaviour is excellent. They are developing empathy and the ability to express and regulate their feelings and emotions. Older children learn to resolve conflict between themselves, such as reminding each other of the rules of the game or agreeing a compromise. Children enjoy ample opportunities to play, learn and be physically active, both indoors and outdoors. Babies are supported to take tentative steps and immerse themselves in messy play. Toddlers confidently climb equipment and explore the ball pool. Children of all ages show a love of books as they independently bring them to staff to read to them. Older children work collaboratively as they explore different ways to free toy penguins frozen inside ice. They take part in games and show an impressive understanding of the rules as Inspector: Rachael Flesher About this setting Unique reference number (URN): 2814853 Address: Unit 7 Whitehills Drive, Whitehills Business Park BLACKPOOL FY4 5LW Type: Childcare on non-domestic premises Registration date: 14/10/2024 Registered person: Mary Poppins Nursery Fylde Limited they excitedly wait to take turns. They cheer each other on and applaud and congratulate their friends' achievements. 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 of children with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, and those who may face other barriers to their learning and/or wellbeing. About this inspection The inspector spoke with leaders, the special educational needs coordinator, staff, parents 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. Register(s): EYR, CCR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00 Local authority: Lancashire Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 22 January 2026 Children numbers Age range of children at the time of inspection 0 to 4 Total number of places 124 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? 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