Portico

Portico

Unique reference number (URN): EY552592 Address: 106 Mere Grange, Leaside, St Helens, WA9 5GG Type: Childcare on non-domestic premises Registered with Ofsted: 04/09/2017 Registers: EYR, CCR Registered person: Portico Day Nurseries Ltd

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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.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

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.

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Behaviour, attitudes and establishing routines Strong standard

Leaders have established a very calm and positive environment, where expectations for children's behaviour are clear and consistently applied. Children move smoothly through the day. When staff signal transitions, such as tidying up or preparing to go outdoors, children respond confidently and with familiarity. Mealtimes are warm and sociable. Children greet visitors with ease, demonstrating secure relationships. Staff build strong secure connections with children and respond sensitively to their emotional needs. When disagreements occur, staff speak calmly at children's level, helping them to understand the impact of their actions and supporting them to repair relationships. Staff use group activities, such as shared stories, songs and small-group learning, to promote children's cooperation, turn-taking and confidence to contribute.

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Behaviour, attitudes and establishing routines Strong standard

Leaders monitor children's attendance patterns. They work constructively with families to reduce emerging barriers, using personalised strategies when needed. Staff adapt expectations to children's age and stage, giving additional reassurance to those children who find separation difficult.

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Behaviour, attitudes and establishing routines Strong standard

Children show positive attitudes to learning. They participate with enthusiasm, recall safety routines confidently and approach new experiences with curiosity and resilience. This results in a setting where children feel very secure, behave kindly and are well prepared for their future learning.

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Inclusion Strong standard

Leaders have created a highly inclusive culture where staff identify and understand children's individual needs promptly and well. They gather detailed information when children join the setting. Staff use focused assessments such as the progress check when children are aged between two and three years, recognised speech and language screening tools and reviews linked to an education, health and care plans. This helps staff to build a clear and accurate picture of each child.

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Inclusion Strong standard

Staff reduce children's barriers to participation through tailored adaptations. For example, they provide individualised approaches for children who require additional support, such as sensory regulation strategies, objects of reference, simplified language and visual

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Expected standard

sequencing. This helps all children to engage meaningfully alongside their peers. Babies with emerging physical needs benefit from daily opportunities informed by physiotherapy guidance to practise rolling, sitting and strengthening their core stability. Staff share transition information very effectively so that children moving rooms experience continuity.

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Expected standard

Leaders monitor children's progress carefully, reviewing support with staff, families and external professionals and adjusting plans when needed. Furthermore, they ensure that staff receive regular and targeted training on special educational needs and/or disabilities, and the graduated approach, so they confidently assess, plan, do and review support and understand their role in reducing barriers for children with additional needs. They use additional funding, such as early years pupil premium and disability access funding, strategically. For example, they secure additional adult support hours or sensory resources that help children to remain regulated and ready to learn. Children previously known to children's social care are supported sensitively through close communication and consistent routines. Therefore, children who may be vulnerable are included fully and make sustained progress from their starting points.

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Achievement Expected standard

Children make steady progress from their starting points. Babies gain physical confidence, moving from limited mobility to sitting securely and exploring resources with increasing control. Toddlers communicate with growing assurance, often using expressive vocabulary to describe familiar experiences, showing clear development in their early language.

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Achievement Expected standard

Children with special educational needs and/or disabilities (SEND) make meaningful progress because support is closely matched to what they require. With preparation and familiar strategies, children with SEND anticipate routines confidently, manage short group times and take part in sensory experiences with increasing ease. Children who may be more vulnerable benefit from consistent approaches that help them to remain settled and regulated.

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Achievement Expected standard

As they move through the setting, most children manage multi-step routines, show an early understanding of mathematical ideas and use language to share their thoughts. They leave as confident and sociable individuals, who are ready for the next stage of learning, including their eventual move on to school.

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Children's welfare and wellbeing Expected standard

Care practices meet children's individual needs well. Babies settle quickly due to responsive interactions, and older children seek comfort confidently from familiar adults. Children with special educational needs and/or disabilities or previous social care involvement receive coordinated support. Staff share consistent strategies with families to ensure stability. Routines for sleeping, feeding and medication are well organised. Babies rest in calm and darkened spaces, and staff check them regularly and have their routines recorded for parents to view. Mealtimes promote children's understanding of health and safety. For example, children discuss allergies, serve manageable portions and learn about hydration and food choices.

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Children's welfare and wellbeing Expected standard

Children learn to express and manage emotions through stories, discussions and familiar props. Staff help children to identify their feelings and link them to facial expressions, building their understanding of their emotions. However, opportunities to build children's independence within care routines, such as encouraging children to attempt to put their coats on for outdoor play, are not always maximised across rooms. Despite this inconsistency, children are supported to feel safe, valued and emotionally secure. They develop a growing awareness of personal wellbeing.

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Curriculum and teaching Expected standard

Leaders have a clear understanding of how the curriculum builds from the baby room through to pre-school room. They take appropriate action to strengthen identified priorities. For instance, recent developments include improving the use of mathematical language and enhancing provision for babies through additional sensory and physical opportunities. The curriculum meets all areas of learning and places a strong emphasis on children's communication. Staff model language purposefully. They introduce new vocabulary through play, such as when children explore warm and cold water, make movement on ramps or discuss textures in creative activities. Staff prioritise children's physical, personal, social and emotional development. They plan opportunities for turn-taking, group discussions about feelings and daily experiences that build children's coordination and confidence.

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Curriculum and teaching Expected standard

Staff adapt teaching well for children with special educational needs and/or disabilities. They use visual supports, simplified language, sensory breaks and carefully chosen roles during events to ensure children's participation without overwhelming them. When children require emotional support, staff collaborate with families to trial different approaches, such as adjusting drop-off arrangements.

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Curriculum and teaching Expected standard

Staff use assessment effectively to inform children's next steps in learning and to seek specialist input when needed. However, their expectations for promoting children's independence, such as encouraging children to attempt simple self-care tasks are not applied consistently across all rooms. When this happens, opportunities for children to develop secure independence within their personal, social and emotional development are reduced.

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Leadership and governance Expected standard

Leaders have established well-organised systems that support staffs' practice, professional growth and the smooth running of the setting. Supervision sessions follow a clear cycle, beginning with early reviews for new starters and moving into regular meetings. Staff arrange additional sessions for children when extra support is needed. Leaders also use informal check-ins and room reflections to monitor staffs' practice. They respond quickly to emerging needs. Professional development is purposeful and reflects the setting's priorities and individual staff's needs. Recent coaching focused on strengthening interactions with babies has helped increase staffs' confidence and consistency. Staff confirm that leaders respond to requests for further learning and offer practical modelling when guidance is required. Furthermore, staffs' wellbeing is prioritised. Leaders offer flexible working where possible,

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Leadership and governance Expected standard

maintain an open-door culture and provide access to practical support, including opportunities to discuss staffs' health and emotional wellbeing.

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Leadership and governance Expected standard

Leaders use funding where it will make the most difference, such as supporting attendance, increasing staff capacity and enabling children who need additional help to take part in routines. For example, they fund visitors to provide experiences children may not otherwise access.

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Leadership and governance Expected standard

Although leaders understand the setting's context and areas for development, expectations around promoting children's independence are not yet applied consistently across rooms. That being said, leaders' reflective approach and prompt action on feedback places them in a secure position to embed these improvements securely.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Children begin their day in a calm and welcoming environment, where they are greeted by staff who help them to feel settled and ready to play. Staff know children's routines, personalities and interests well. This helps children to feel safe and that they belong. From the youngest babies to the oldest pre-school children, children experience calm and predictable care. Breakfast times are relaxed and sociable, with staff seated alongside children, modelling safe eating habits and encouraging early conversations.

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Inspector:

Kelly Little Throughout the day, children benefit from sensitive and responsive care. Staff notice subtle changes in children's emotions and offer timely comfort, reassurance and co-regulation. Babies settle quickly because they receive gentle words, soothing rhythms and close physical contact. This strengthens secure attachments. Toddlers and pre-school children learn to manage minor disagreements with clear guidance and staff who model respectful and calm behaviour.

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Inspector:

Children enjoy exploring carefully planned environments that promote curiosity, independence and early learning. Babies build physical skills through climbing, sensory experiences and large-scale mark making. Older children take part in imaginative and investigative play that extends their language, thinking and understanding of the world. They show excitement when exploring warm and cold water, acting out familiar experiences with diverse dolls. Children join meaningful small-group times that support their early literacy and emotional development.

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Inspector:

Daily expectations are clear and predictable. Children know when to tidy up, gather for group times or prepare for outdoor play. Older children confidently manage routine tasks and feel proud of what they can do independently. Staff support children closely as they move between rooms, and thoughtful preparation for school. For example, children have opportunities to meet their new teachers and practise lunchtime routines by using lunch boxes. This helps them to feel assured and ready for the next stage. As a result, children thrive in this supportive setting. They develop the skills and confidence that prepare them well for future learning.

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Next steps

Leaders should embed consistent expectations for developing children's independence, with particular regard to babies and younger children.

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About this inspection

The inspector spoke with leaders, staff, the special educational needs coordinator, the designated safeguarding lead, children and parents and carers during the inspection.

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About this 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.

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Address:

106 Mere Grange Leaside St Helens WA9 5GG

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Portico Day Nurseries Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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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.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

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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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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