Lisle Marsden Childcare Ltd

Lisle Marsden Childcare Ltd

Unique reference number (URN): EY441225 Address: Lansdowne Avenue, Grimsby, North East Lincolnshire, DN32 0DF Type: Childcare on non-domestic premises Registered with Ofsted: 02/05/2012 Registers: EYR, CCR, VCR Registered person: Lisle Marsden Childcare 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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Achievement Strong standard

Children achieve well from their starting points. Gaps in all children's learning are closing, and at times quickly, particularly for children with special educational needs and/or disabilities (SEND). Children confidently leave their parents and settle with activities that instantly engage and stimulate their desire to play. All children have strong communication skills. They show high levels of listening and attention, and some children use sign language to make their needs known. Children are motivated to explore the environment and choose whether they play inside or outside. They have the confidence to try out new activities and show a sense of achievement when they succeed. Older children demonstrate confidence in their physical skills as they use pipettes to suck up water in the water tray. They show dexterity as they thread beads onto shoe laces. Younger children show pride as they climb the steps up the slide and manage to manoeuvre their legs over and slide down. Staff make

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Achievement Strong standard

swift adjustments to the curriculum and environment where needed. As a result, all children, including children with SEND, gain the skills they need to move on to the next stage of their education.

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Behaviour, attitudes and establishing routines Strong standard

Staff set consistently high expectations for behaviour and demonstrate positive attitudes at all times. For example, when a book is left on the floor, staff guide children to think carefully about where it belongs and encourage them to put it away responsibly. Positive choices are continually reinforced, while gentle guidance and supportive questioning help children to reflect on their actions. This approach supports children to show respect for each other and the environment.

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Behaviour, attitudes and establishing routines Strong standard

Children's behaviour is exemplary. The staff's approach, which is calm and loving, teaches children how to behave by the example they set. Children learn how to manage their emotions and demonstrate a high level of maturity for their age and stage of development. Staff consistently promote good manners and kindness. Children show a high level of respect to staff and each other. Staff support younger children to use 'kind hands' and remind children to use 'indoor voices'. Children's voices are respected and staff involve them in reviewing the rules and boundaries moving forward.

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Children's welfare and wellbeing Strong standard

Children's wellbeing is promoted very well. All children flourish in this highly engaging, family-focused nursery. Staff place children's wellbeing at the heart of their practice. Children who are settling in receive calm, sensitive reassurance until they feel secure and confident. This highly effective, nurturing approach has a significant impact on children's emotional development and self-esteem. This enables them to engage enthusiastically and independently in learning and make sustained progress in all areas of their development. Children express that they love attending nursery and enjoy all the exciting activities on offer each day, especially forest school. Staff actively foster children's independence and problem-solving from a young age. They encourage children to take on practical challenges, such as feeding themselves, pouring drinks and managing simple tasks safely. Consequently, children grow in confidence and

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Children's welfare and wellbeing Strong standard

capability as they develop essential knowledge and skills needed for later learning and life. Staff provide comfort and reassurance, which allows children to rest and sleep when they need to. They teach children the importance of adopting healthy lifestyles. Mealtimes are social occasions where staff and children discuss what are healthy options and the need to drink plenty of water throughout the day. Staff are aware of any food intolerances and allergies and manage these sensitively at mealtimes.

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Curriculum and teaching Strong standard

Highly effective leaders, alongside equally devoted and knowledgeable staff, demonstrate true dedication to create an inspirational and ambitious curriculum, based on children's interests, skills and knowledge. When children start at nursery, every detail of their lives is factored into giving them the ambitious, tailored learning experiences they need to thrive and succeed. Staff assess children's starting points to sequence their next steps in learning. Children with special educational needs and/or disabilities are well supported as staff work swiftly to identify any delays in children's development and learning and address these using well-researched teaching strategies. This means all children make the progress of which they are capable, and many make excellent progress.

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Curriculum and teaching Strong standard

Staff take time to ensure they know all children's needs, so they can immediately support their physical skills, communication skills and emotional wellbeing. They play alongside children to assess their skills, and they regularly speak with parents to establish new routines. This means they quickly form strong bonds with children to provide what they need at the right time. Staff provide excellent support for children's communication and language. They use a variety of programmes and screening tools to assess children's needs accurately. Staff foster a love of books from the earliest age. Storytelling is lively and interactive, with staff skilfully using questions and expression to draw children in and keep them engaged.

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Inclusion Strong standard

There are extremely effective arrangements in place to support all children, including children with special educational needs and/or disabilities. A bespoke programme is delivered with the help of external professionals to ensure that the individual needs of all children are identified and assessed. Leaders work extremely hard with families and outside agencies to ensure that all children can access the ambitious curriculum they provide. Support plans are regularly reviewed by staff to ensure that children are consistently making progress. Additional funding is used to help support any adaptations and adjustments to the nursery. For example, leaders and staff have created imaginative outside spaces for those children who prefer to learn outside. Children access a sensory room where they can explore and have the time that they need to manage their emotions and to work through any frustrations or behaviour issues. Staff meticulously plan well-thought-out learning

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Inclusion Strong standard

opportunities and make adjustments to ensure that the nursery is inclusive and supports all children, including disadvantaged children. Any additional funding is used by leaders to provide optimum levels of teaching, such as through adaptations to the environment and specific training for staff. Staff access a wide range of training and development opportunities that enhance their skilled approaches to inclusivity, for example, training in using sign language to communicate with all children effectively.

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Leadership and governance Strong standard

Inspirational leadership drives excellence across the nursery. Leaders are relentless in their pursuit of the very best outcomes for all children, including children with special educational needs and/or disabilities. They share a clear, ambitious vision that is fully understood and embraced by the highly skilled staff at the nursery. Leaders are passionate about giving every child the best possible start in life, and this vision threads through every aspect of practice.

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Leadership and governance Strong standard

Staff receive exceptional training and support from leaders. They feel valued and are highly skilled. This has a significant impact, not only on their own wellbeing but equally on the positive outcomes for all children and families. Partnerships with parents are excellent. Families describe the nursery as their 'community'. They describe the staff as consistently 'going above and beyond' for their children. Parents truly value the support from regular updates and home learning strategies they receive. This has a highly positive effect on children's development and wellbeing.

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Leadership and governance Strong standard

Leaders use their detailed and perceptive analysis of the setting's strengths and areas for improvement to ensure a culture of high expectations and secure the best education and care for all children. They are enhancing innovative strategies that have a significant impact on the outcomes and experiences of disadvantaged children.

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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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Voluntary Childcare Register requirements

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

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Register

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

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

Leaders and staff create an environment in which every child is expertly nurtured, including children with special educational needs and/or disabilities. This enables all children to thrive in their learning and development. Staff are positive role models and have high expectations for children's punctuality, attendance and behaviour. Children's emotional needs, physical development and communication skills take the highest priority in a well-implemented curriculum. Children learn how to manage their emotions and demonstrate a high level of maturity for their age and stage of development.

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

Qualified, experienced staff have high expectations for all children. Children demonstrate that they are independent learners. They show that they are resilient, confident and self- assured individuals who interact and play cooperatively with their peers. Staff skilfully enhance and extend children's play, supporting their imagination, exploration and communication skills. They build extremely strong bonds with the children. Staff are aware that these bonds are key to successful relationships as children grow.

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

Children's natural curiosity is promoted as they take part in a wide range of hands-on learning experiences indoors and outdoors. They are engrossed and stimulated in their play. Children have great fun exploring outdoors, where they access an extensive range of resources and activities. They engage in lots of nature-based learning opportunities during forest school sessions. Children listen intently to instructions regarding how to stay safe. They recall the rules they must abide by during these exciting sessions, such as the rules of the fire circle. Children develop their social skills as they reflect on the activities they have enjoyed while warming up with a drink of hot chocolate. Children are motivated to join in with activities and demonstrate their perseverance in forest school activities. They freely explore the natural forest school area and join in with bird watching and spotting fairies in the fairy

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Address:

Lansdowne Avenue Grimsby North East Lincolnshire DN32 0DF

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Lisle Marsden Childcare LTD area. Staff skilfully deploy themselves so that children know they are there to support if they need it.

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Next steps

Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with the nominated individual, leaders, practitioners, the special educational needs coordinator, children and parents 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. Register(s): EYR, CCR, VCR

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 18:00

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About this inspection

Local authority: North East Lincolnshire

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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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