The Learning Tree Preschool

The Learning Tree Preschool
Unique reference number (URN): 2782665
Address: Church Hall, Church Road, Peasedown St. John, Bath, BA2 8AA
Type: Childcare on non-domestic premises
Registered with Ofsted: 27/02/2024
Registers: EYR
Registered person: The Learning Tree Nursery (PSJ) Limited
Inspection report: 29 April 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 including those with special educational needs and/or disabilities (SEND) or
barriers to their learning develop a wide range of key skills and knowledge across the
curriculum and achieve well from their starting points. This prepares them well for school
and future learning.
Younger children prepare their own food, ride bikes and scooters with control and
confidently play alongside older children. Older children speak clearly, express their needs
effectively and show high levels of involvement and concentration.
Children demonstrate high levels of physical competence. They manage obstacle courses
with control, navigate space safely, handle scoops accurately, and confidently serve
themselves at lunchtime. Children apply mathematical thinking in play. For example, they
work out how many knives and plates they will need for everone at snack time. They talk
about how many children remain at the table when some go to wash their hands.
Children build positive relationships and show an understanding of their own and other's
feelings. They play cooperatively, join in games such as hide-and-seek, help each other lift
large crates, and wait patiently for their turn to control the traffic lights as they ride their
bikes.
Behaviour, attitudes and establishing routines Strong standard
Children behave well. They listen carefully and follow staff's instructions. Staff implement
clear behaviour strategies and address minor conflicts quickly, sensitively, and positively. For
example, they explain how to resolve sharing issues and reinforce safety, such as why
children should use equipment carefully and safely. All staff maintain high expectations and
apply rules and boundaries consistently. This helps children understand what is expected of
them. Routines are clear, embedded, and followed by all children. Staff thoughtfully adapt
some routines for children who find large groups overwhelming or for children who are
younger and/or new to the pre-school. Staff support emotional development consistently
using books, emotion stones, and soft toys. They share strategies with parents who
comment that this has a positive impact on children's behaviour at home.
Children build positive relationships and secure attachments with staff. They seek staff for
comfort, sit on their laps, and proudly share achievements. Staff sensitively and consistently
support children to cooperate and show kindness to eachother.
Children stay engaged in play and listen attentively during group times. They show curiosity
and ask questions, such as asking staff how they can make water run faster down a water
chute. Staff always respond positively and respectfully. They listen to children's views and
value their ideas.

Leaders promote regular attendance by sharing policies, working flexibly with parents, and
reminding them of the importance of punctuality.
Children's welfare and wellbeing Strong standard
Staff consistently follow effective procedures to promote children's health and welfare. For
example, staff implement good hygiene procedures. They support children to wash their
hands regularly and remind children to use soap thoroughly. Children are taught to use
accessible nose-wiping stations to encourage good hygiene habits.
Staff manage children's dietary needs carefully. They use coloured plates for children with
high-risk allergies and work closely with parents to manage children's individual dietary
requirements. Children learn how to keep themselves safe. They know to wear helmets, use
knives safely, walk indoors and follow a one-way system on bikes to reduce accidents.
Staff respond sensitively to children's individual care needs and work closely with parents to
ensure consistency with toilet training. They promote healthy eating through nutritious
menus and shared recipes. Staff support children's emotional wellbeing effectively by
creating calm spaces and helping children 'reset' themselves when needed. Displays of
family photos and drawings of each child's family help children feel valued, secure, and
included. Staff learn and use words in children's home language to help them feel welcome
and included.
Curriculum and teaching Strong standard
Leaders design and consistently deliver a broad, well-sequenced curriculum that motivates
children to engage in meaningful learning. Children plant seeds and explore a 'treasure box'
of artefacts and postcards to discuss holidays and learn about the world. Staff place a
strong focus on physical development. They thoughtfully plan opportunities that encourage
children use their bodies with increasing accuracy and control.
Skilled and flexible staff adapt the curriculum and teaching effectively for children with
special educational needs and/or disabilities (SEND)and those with barriers. They use
targeted adult support, signing, and tailored resources to ensure all children make progress.
Interactions are consistently positive and respectful. Staff offer frequent encouragement and
praise. They celebrate with high-fives when children 'have a go' or master new skills, such
as navigating an obstacle course independently. Staff know children extremely well and use
this knowledge to extend each child's learning. They use warm, encouraging language, such
as 'we can do this together,' to support younger children and those new to the pre-school to
engage in new experiences.
Staff implement the communication and language curriculum skilfully. They model language,
use sign language, and continually extend children's vocabulary. For instance, staff support
children to use mathematical language such as 'wider' and 'taller' during water chute play
and as children create obstacle courses in the garden.

Inclusion Strong standard
Leaders and staff implement robust assessment procedures. They identify gaps early
through rigorous assessment and act swiftly to put effective support in place. Staff
demonstrate a secure understanding of local procedures and access additional support in a
timely manner. Leaders know when to make referrals for additional professional advice and
do so quickly, reducing barriers for children and families. Parents comment they feel
involved in all aspects of their children's learning and appreciate the advice and support staff
give them. This ensures children's changing needs are consistently met.
Leaders use additional funding effectively to support all children, including those who are
known or previously known to children's social care. For example, they target resources to
children's individual interests and provide experiences that strengthen children's personal,
social, and emotional development. Staff review all strategies and adaptations regularly to
ensure they are having a positive impact on children's learning.
Staff maintain high expectations of children with special educational needs and/or
disabilities (SEND) and provide a highly inclusive environment. Leaders and staff attend
regular training to improve their understanding of individual children's needs. For example,
they give children the time and space they need when they become overwhelmed to help
them regulate their emotions and behaviour in ways appropriate to their stage of
development. Staff use signing and simple, clear language to support children with
communication and language needs. They ensure children who need it receive additional
adult support to fully participate and succeed.
Leadership and governance Strong standard
Leaders demonstrate a secure understanding of children, families, and the local area. They
demonstrate clear knowledge of the pre-school's strengths and priorities. They engage in
relevant training and continually strengthen supervision systems to ensure staff understand
their roles and continually improve their knowledge and practice. Leader's have high
expectations for themselves, staff, and children. This helps drive continuous improvement.
Leaders manage staff workload well and prioritise wellbeing. They regularly seek and
respond to feedback from staff. Staff are positive, dedicated, and motivated. They work well
as a team to provide high-quality care and education for all children.
Leaders and staff identify children's needs quickly and implement timely interventions and
use additional funding to reduce barriers for children and help them achieve well. Leaders
build highly effective partnerships with external professionals, including special educational
needs and/or disabilities advisors, health visitors, and schools. These relationships support
consistency for children. For example, leaders have formed strong links with local schools,
including forest school provision, and invite schools into the pre-school to support transition
arrangements.
Partnerships with parents are well established. Parents report that staff identify concerns
early and put effective support in place when their children show gaps in their learning.
Parents say they feel included in all aspects of their children's learning.

What it's like to be a child at this setting
Children flourish at this thoroughly welcoming and inclusive pre-school. Staff consistently
deliver a broad and ambitious curriculum with skill, dedication, and care. They create a calm,
encouraging, and motivating environment where all children, including those with special
educational needs and/or disabilities (SEND) and barriers to learning, feel confident to be
themselves and achieve well. Children immerse themselves in meaningful play and show
sustained enjoyment and curiosity. For example, they spend extended periods constructing
water towers using pipes and chutes. They persevere as they experiment with angles and
heights to increase water flow. Staff use consistently high-quality interactions and teaching
to extend children's thinking and vocabulary. The wide range of meaningful learning
opportunities staff thoughtfully plan helps build children's knowledge and skills across all
areas of learning. This gives children the secure foundation and confidence they need ready
for school and beyond.
Children settle quickly and form secure bonds with their key person. They benefit from staff's
caring and responsive approach. Children demonstrate that they feel safe and secure. They
confidently share their achievements, eagerly seeking out staff to say, 'I did it! I did it!' They
beam with pride when staff respond with praise and high-fives.
Leaders implement effective induction processes and plan thoughtful transitions that help
children understand expectations. Children follow well-established routines, cooperate with
their peers, and behave well. They show care and respect for others. For instance, children
take turns using traffic lights and road signals as they skilfully ride bikes and follow each
other's directions.
Staff build strong partnerships with parents. They gather and use information effectively to
tailor care routines and learning to each child's needs. Leaders actively promote good
attendance and punctuality. They work flexibly with parents to help develop positive habits
for school.
Next steps
Leaders should ensure continued improvement in the setting's successful work to remove
barriers for children who need extra help to realise a transformational impact on all
children's achievement and wellbeing.

Inspector:
Mikaela Jauncey
About this setting
Unique reference number (URN): 2782665
Address:
Church Hall
Church Road, Peasedown St. John
Bath
BA2 8AA
Type: Childcare on non-domestic premises
Registration date: 27/02/2024
Registered person: The Learning Tree Nursery (PSJ) Limited
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:00
Local authority: Bath and North East Somerset Council
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 29 April 2026
Children numbers
About this inspection
The inspector spoke with leaders, staff, children and parents 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.

Age range of children at the time of inspection
2 to 4
Total number of places
41
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? You can subscribe to our monthly newsletter for more information
and updates: http://eepurl.com/iTrDn.
Piccadilly Gate
Store Street
Manchester
M1 2WD
T: 0300 123 1231
Textphone: 0161 618 8524
E: enquiries@ofsted.gov.uk
W: www.gov.uk/ofsted
© Crown copyright 2026
© Crown copyright