Thrive Princes Dock

Inspection of Holyrood Day Nursery Princes Dock 4 William Jessop Way, Princes Dock, LIVERPOOL L3 1DL

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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 Good

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The provision is good

The setting provides a respectful and welcoming environment for all children and their families. Staff and leaders think carefully about how they welcome and settle children, parents and carers at the setting. Children build safe and secure relationships with their key person and enjoy coming for a cuddle with staff. This is because staff know and respond very well to children's needs, character and interests.

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The provision is good

Children build secure understanding of the important knowledge that staff teach. Leaders and staff provide children with a range of well-chosen, high-quality books to read, including in the setting's attractive library. Parents and children benefit greatly from loaning books to take home and share together. Children understand the important features of books, such as the role of the title. They remember many stories and events from the books that staff read to them.

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The provision is good

Staff organise learning experiences for the children carefully. Children learn to try tasks for themselves, such as zipping up their coats. Staff have high expectations of children's behaviour and teach children about respect and making safe and sensible decisions. For example, they teach children to understand that they might get hurt if they run into the area used for wheeled toys. Children recall with ease the rules for keeping safe.

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need to do better?

n Children have opportunities to learn some new information about mathematics in a fun way. For example, staff teach them how to recognise numerals and to count objects. However, the mathematics curriculum is not well thought out. Staff do not understand what key mathematical knowledge to teach and when. This leaves children with gaps in their understanding of mathematics. n Staff place high value on sharing books and celebrating the joy of reading with the children. They read and re-read, well-chosen stories to children. Staff think carefully how to build children's memory of stories, such as by acting out a well- known story when playing outdoors. Children learn about some of the special books that different authors write. They become knowledgeable about books and develop a love of reading. This helps children to be ready for primary school. n Babies are supported gently and carefully by caring staff. They benefit from the

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need to do better?

meaningful learning activities that staff provide. For instance, staff provide equipment at just the right height to build babies' confidence in pulling themselves up and climbing. This develops babies' physical coordination and strength in readiness for independent walking. n Staff teach children how to be considerate towards others. Children learn why

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need to do better?

5 February 2025 some behaviours, such as snatching, are unkind. They learn how to make and keep friends. Staff teach them how to resolve conflicts amicably between each other. The setting prepares children well for having secure and respectful relationships with children and adults. n Staff support children's personal development well. They make sure that children are active, such as by playing outdoors, for a good proportion of the day. Children develop a healthy appetite and look forward to eating the nutritious, freshly cooked meals that the setting provides. Children become healthy and active. n The setting ensures that all children feel included. Staff make certain that children learn about the culture, beliefs and languages of other people. Children respect people who may be different to themselves. n The setting makes careful checks of children's development and learning to identify the needs of children with special educational needs and/or disabilities

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need to do better?

(SEND). It links effectively with parents and external experts to understand children's development. Staff work successfully to remove barriers to children's learning. Children with SEND make good progress in their learning of the curriculum. n Following a recent concern about a safeguarding incident, the setting failed to act swiftly when worried about a colleague. The setting has since taken effective action. Leaders have revisited the setting's safeguarding policy. They have ensured that staff responsible for safeguarding at the setting understand their role to report allegations immediately. There was no impact on children's safety and welfare from this breach of the requirements.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n strengthen the mathematics curriculum so that staff understand what key knowledge to teach to children and when.

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Setting details

Unique reference number EY424052 Local authority Liverpool Inspection number 10381015 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 100 Number of children on roll 84 Name of registered person Thrive Childcare And Education Limited

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reference number

Telephone number 0151 227 4345 Date of previous inspection 30 March 2022

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Information about this early years setting

Holyrood Day Nursery Princes Dock registered in 2011. The setting employs 25 members of childcare staff. Of these, 16 hold appropriate early years qualifications from levels 3 to 6. The setting opens from Monday to Friday all year round. Sessions are from 7.30am until 6pm. The setting offers government-funded places for children aged nine months to four years. The setting also receives funding for disadvantaged children.

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Inspection activities

n We carried out this inspection as a result of a risk assessment, following information we received about the provider. n The inspector held a meeting with the area manager to evaluate the leadership of the setting. n The deputy manager joined the inspector on a learning walk and talked to the inspector about the setting's curriculum and what it wants the children to learn. n The inspector spoke with staff and children during the inspection. n Staff spoke to the inspector about how they support children with SEND. n The deputy manager and the inspector carried out a joint observation during a group activity. n Parents shared their views of the setting with the inspector, including in written testimonials. n The deputy manager and area manager showed the inspector documentation to demonstrate the suitability of staff.

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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

5 February 2025 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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