Cherrytree Nursery School - Newtown

Cherrytree Nursery School - Newtown
Unique reference number (URN): EY286207
Address: Wainwright Place, Ashford, Kent, TN24 0PF
Type: Childcare on non-domestic premises
Registered with Ofsted: 29/06/2004
Registers: EYR, CCR
Registered person: Cherrytree Nursery School Limited
Inspection report: 27 March 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
Leaders and staff work very closely with the local authority, settings and schools, providing
bespoke and individual support to ensure that all children settle well. They allocate
additional funding to specialist teachers who have a wide range of experience and
resources.
Leaders support staff well to ensure inclusion for all and are reflective about what the
children who attend need most. For example, children with special educational needs and/or
disabilities or those who face barriers to their learning have a space where they play can
inside as well as outside. Children enjoy a range of physical and sensory activities, which
promote relaxation and support individual needs successfully.
Leaders work with experts in their field, such as speech and language therapists. They then
cascade the acquired skills and experience to the staff team through training sessions. Staff
are encouraged and supported to implement fun and exciting ways to help children make
better progress. For example, children learn to communicate through a universal and
consistent approach, such as with Makaton signing. This helps those with English as an
additional language. Children thrive as they independently express their own wants and
needs.
Achievement Expected standard
Children develop skills that will support future learning. For instance, each child looks
forward to moving on to the next phase of their learning journey by transitioning to the next
room. Children who will soon start school are becoming increasingly independent. For
example, they collect their own projects from accessible shelves and stay engaged for long
periods of time. Children learn to be resilient problem-solvers, as staff encourage them to try
again or to work out alternative methods to do things.
Children, including those with special educational needs and/or disabilities, make progress
from their starting points. Where children speak English as an additional language and
where children have gaps in learning, these gaps typically close, and children make
progress alongside their peers. Children show that they are confident learners who know the
setting well.
Behaviour, attitudes and establishing routines Expected standard
Leaders have high expectations for all children's behaviour. Staff demonstrate consistently
kind behaviours and are quick to remind children of the importance of being kind to friends.
Staff carefully consider the age and ability of children when setting expectations. For

example, the learning environment offers independence and challenge that ensures that
children make their own choices. Children typically respond well. However, daily routines are
not always planned well when children are transitioning. For example, children sometimes
wait unnecessarily, which results in them becoming restless.
Staff use visual timetables to help children understand the structure of the day. This
contributes to their sense of safety and wellbeing. Staff are positive role models and gently
intervene when relationships may be coming strained. These interactions help to raise
children's self-esteem and give them a clear understanding of expected behaviours.
Children respond positively to each other, sharing toys and taking turns with guidance.
Outside, they play harmoniously, inviting friends to join in as they move the equipment
together.
Children's welfare and wellbeing Expected standard
Leaders and staff create a safe, welcoming space at the nursery, which helps parents and
carers to feel part of a community. Children enter happy and excited to see their friends and
adults and to find out what the day has in store. Key persons have check-in conversations
with children to understand their feelings and any factors that may be affecting them.
Children enjoy stories that give simple messages about how to be kind. When children
become unsettled or anxious, staff respond quickly with reassurance, helping them regulate
their emotions and feel secure within the setting.
Children with special educational needs and/or disabilities are supported to complete simple
exercises that are advised by medical specialists. Staff ensure they that include all children
into the activity to give an overall sense of wellbeing and inclusion.
Staff supervise all children closely to promote their safety. For example, they sit with children
while they eat and remind them to stay seated to help keep them safe. Children are
encouraged to make safely managed risks, such as on climbing equipment. During
mealtimes, children talk about their likes and dislikes, and staff use these opportunities to
promote healthy eating. Children learn to identify foods that are nutritious and those that
contribute to good oral health. Staff encourage regular handwashing and hygiene practices.
Curriculum and teaching Expected standard
Staff interactions with children are fun and inviting. They use simple words and repetition to
help young children to learn new words and ensure that older children hear and use
language as they play with adults and each other. Staff use effective strategies that target
children's learning, such as using simple signing. They mimic this approach across every
age range to ensure that children receive a consistent message that everyone can use.
Staff prioritise settle sessions for new children, which support them to feel safe and secure
in their new routine. There are daily opportunities for children to develop their physical skills,
and staff promote a positive approach to living a healthy and active lifestyle. The resources
fully support a curriculum focus on all areas of learning. For example, staff talk about and
use numbers regularly throughout the day and encourage the exploration of shape, space
and measure. This supports children to develop their understanding of mathematical
concepts.

Staff use assessment profiles to monitor children's progress and plan for ideas that will
support their future learning. Leaders work with staff to recognise where there may be
possible gaps or delays on children's learning. They swiftly implement strategies and
targeted plans to ensure that these are quickly rectified.
Leadership and governance Expected standard
Leaders and staff are dedicated to all the children and families in their care, especially those
who are considered as vulnerable. Leaders work very closely with parents to promote the
importance of regular attendance and, as such, all children attend regularly. They know
children's unique circumstances well and are committed to ensuring the effectiveness of
communicating with parents and carers. For example, in addition to sharing information
during drop off times, they place books containing important information in children's bags to
ensure that parents are well informed. Parents make positive comments about the
experience of their children. They say that staff are nurturing and kind.
Staff are excellent role models. They work well together as a team and provide a positive
environment for children that encourages care and kindness. Overall, children understand
the expectations for their behaviour. They learn respect for each other because staff model
how to look after each other and show empathy. Staff regularly 'check-in' with children and
help them begin to understand and manage their emotions.
Leaders reflect well on the setting's overall practice and highlight areas for consideration.
This supports them to improve their practice and complete ongoing improvements. Staff
report that they are well supported in their roles. They enjoy learning new skills and
knowledge that is shared during ongoing staff training sessions.
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
Children arrive eager and happy to begin their day at this welcoming and nurturing nursery.
Children develop firm friendships with each other and staff, supporting their emotional
wellbeing and self-esteem in positive ways. Leaders and staff place a high value on all
children being involved and included. For example, children with special educational needs
and/or disabilities and those who face barriers to learning are provided with an abundance
of resources that appeal to their age and stage of development. Children receive high-
quality interactions that target their individual needs. This helps children to settle and
supports positive progress from their starting points.
Staff plan a wide range of activities for children across all areas of learning. For example,
the curriculum focuses on independence and hands-on learning, within well-prepared
environments. There is a child-centred approach that supports children's physical and social
development. This helps all children to be ready for their next learning stage. Staff know
their children very well. They provide resources that are tailored to meet the children's
individual interests and give children the opportunity to be imaginative in their play
experiences.
Children demonstrate friendly behaviour to their peers. For example, children share and
take turns effectively. Staff support children to understand that the learning environment is
for all to enjoy. This supports children's social skills, as well as developing respect and
empathy for others. Staff promote children's communication, language and physical skills
effectively. Children delight in playing in the large, outdoor area, developing their
coordination and movement skills.
Next steps
improve children's understanding of all daily routines so that behaviour expectations are
not impacted.
About this inspection
The inspector spoke with leaders, staff 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.

Inspector:
Kate Williams
About this setting
Unique reference number (URN): EY286207
Address:
Wainwright Place
Ashford
Kent
TN24 0PF
Type: Childcare on non-domestic premises
Registration date: 29/06/2004
Registered person: Cherrytree Nursery School Limited
Register(s): EYR, CCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:45 - 15:00
Local authority: Kent
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 27 March 2026
Children numbers
Age range of children at the time of inspection
2 to 8
Total number of places
92

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.
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