The Griffin Nursery

Inspection of The Griffin Nursery Stonyfield, Bootle, Lancashire L30 0QS

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

All children, including those with special educational needs and/or disabilities (SEND), flourish in this calm and nurturing nursery. Children's emotional needs are met by the caring staff, who prioritise their well-being. Staff adapted their practice and kept in touch with families throughout the COVID-19 pandemic, including by delivering food parcels. This supported families to meet their children's needs at home. Children are happy and secure. They tell their parents that they cannot wait to come back tomorrow as they skip out at the end of the day.

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The provision is good

Children benefit from being in an environment that consistently promotes their language and social skills. They can sing nursery rhymes from memory and can describe how they make their own dough in the 'dough restaurant'. They act out a tea party outside and talk about the centipedes that they can see in the mud. Children are developing their language and vocabulary.

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The provision is good

Children behave well. They join in with tidying up and are eager to help to set the table for snack time. Children who struggle to manage their behaviour are supported to talk about their feelings. They point to images linked to their emotions and staff help them to describe how they are feeling. Children are developing their understanding of how their behaviour impacts on others.

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need to do better?

n Children with SEND are identified early and given the help that they need. Staff work with other professionals and parents to strengthen the support that is offered. They provide personalised resources that help to meet children's needs. These children make significant progress from their starting points. n Staff know children well. They plan activities that interest and excite children. For instance, children are eager to join in with a drawing activity because the staff have linked it to their favourite superhero characters. However, staff do not always focus enough on what children know and can do when planning activities. This means that not all children are consistently challenged in their learning. n Children happily explore all areas of the environment. They select their own resources to use in their play and know how to manage their own personal needs. They choose a song for everyone to sing and they vote for which book to

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need to do better?

read. This promotes children's confidence and supports them to become independent. n An embedded key-person system is in place. Children form strong bonds with their key person, which helps them to settle when they first join the nursery. Parents speak highly of the communication they have with their child's key person. They appreciate the information that they are given about their child's

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need to do better?

6 April 2022 well-being and their learning. Parents feel that their children have made good progress since starting at the nursery. n Staff use additional funding that they receive for eligible children to help meet their individual needs. They buy books that link to children's personal circumstances and use the books to explore children's emotions with them. This supports children to be able to talk about their feelings and promotes their emotional development. n Children are provided with a healthy diet of nutritious, home-cooked food. Children are keen to try new foods at mealtimes and during their 'taste tests'. They talk about trying different fruits and which foods are good for our bodies. This supports children's understanding of a healthy diet. n The manager improves the quality of the provision over time through effective coaching and mentoring of staff. Staff morale is high and their well-being is

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

All staff understand their responsibility to keep children safe. They receive regular training and have a clear understanding of the signs that may indicate that children are at risk of abuse. Staff know what actions to take if there are any concerns about children's welfare. Leaders have robust recruitment systems in place to ensure that staff are suitable. Children demonstrate that they feel safe through the secure attachments they have formed with the adults working closely with them. Risks are assessed daily by staff to ensure that the nursery is safe and secure for children.

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should:

n focus more precisely on what children know and can do when planning activities so that all children are challenged in their learning.

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Setting details

Unique reference number 2543136 Local authority Sefton Inspection number 10208680 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register Day care type Full day care

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inspection

Total number of places 32 Number of children on roll 34 Name of registered person Stepping Stones (Grange) Limited

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reference number

Telephone number 07875104413 Date of previous inspection Not applicable

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Information about this early years setting

The Griffin Nursery registered in 2019. It is located in Bootle, Lancashire. It operates Monday to Friday from 8am to 6pm all year round. The provider employs eight members of childcare staff. Of these, six hold an appropriate level 3 qualification and two hold a level 4 qualification. The setting provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The inspector observed the staff's interactions with the children and the impact of these on children's learning. n The manager and room leaders joined the inspector on a learning walk and explained the intentions for children's learning. n The inspector looked at relevant documentation, including checking the suitability of the staff. n Discussions were held with the manager and staff during the inspection. n Parents shared their views of the setting with the inspector. n The manager and the inspector carried out a joint observation of an activity. n Children spoke to the inspector during the inspection.

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Inspection activities

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.

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Inspection activities

6 April 2022 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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