Honey Pot Nursery (Garston)

Honey Pot Nursery (Garston)

Unique reference number (URN): EY548381 Address: St Francis Club, Earp Street, Liverpool, L19 1RT Type: Childcare on non-domestic premises Registered with Ofsted: 28/07/2017 Registers: EYR, CCR, VCR Registered person: Honey Pot Nursery (Garston) Ltd

p.1

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.

p.1

How we evaluate safeguarding

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

p.1

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.

p.1

Behaviour, attitudes and establishing routines Strong standard

Staff establish calm, consistent routines that support children's emotional security and readiness to learn. They are responsive to children's individual care needs, adapting routines so that children can transition smoothly between activities. For example, they use gentle praise to reinforce positive behaviour, helping children to feel proud and confident. They explicitly teach children how to wait and self-regulate their own behaviour. Children are inquisitive, confident and happy learners. They are keen to persevere with tasks until they get it right and jump with glee when they learn new skills.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children form strong friendships. They care greatly for one another and have respectful relationships with everyone. Every opportunity is taken for the children to explore the impact of their behaviour on themselves and others. Children's behaviour is exemplary.

p.2

Behaviour, attitudes and establishing routines Strong standard

Staff work closely with families to ensure consistent approaches between home and nursery. Disadvantaged children, those with special educational needs and/or disabilities and those who may face other barriers to their learning and/or wellbeing show high levels of self- awareness and a real desire to focus on their learning. Leaders and staff monitor attendance carefully. They work with parents when their children struggle to attend the nursery to ensure that they have the support they need for children to benefit from daily routines and learning.

p.2

Children's welfare and wellbeing Strong standard

Staff prioritise children's welfare and wellbeing, ensuring that they form secure relationships from the start. The key-person system helps staff to get to know each child, enabling them to offer warm reassurance and timely support. Staff guide and assist to develop children's independence. For example, they help children to wash their hands on their own and teach oral health and tooth brushing.

p.2

Children's welfare and wellbeing Strong standard

All children, including disadvantaged children, children with special educational needs and/or disabilities (SEND) and those with barriers to learning and/or wellbeing thrive at the nursery. Care practices take into account the personal needs of children of all ages, including those with SEND. Older children explain the importance of making healthy choices about food and drink. As a result, all children embed healthy habits and can confidently explain the importance of nutritious food, drink and exercise.

p.2

Children's welfare and wellbeing Strong standard

Leaders and staff make purposeful use of the local community. They are committed to the wider development of children's wellbeing and personal safety. Babies, toddlers and older children have daily opportunities in the outdoor space to develop balance, core strength and gross motor skills. Staff are supporting children to strengthen their bodies and promote their physical wellbeing.

p.2

Inclusion Strong standard

Leaders create a deeply inclusive culture where every child is valued and understood as a unique individual. Leaders consistently ensure that any barriers children face are quickly and effectively addressed, so that any gaps in learning or development are swiftly identified. Staff record information electronically in profiles that document children's progress and provide a full overview of children's learning journey. These profiles include detailed information about interventions, access to multi-agency support and document referrals.

p.3

Inclusion Strong standard

Leaders work closely with parents and external professionals. Advice from the local authority, speech and language therapists and paediatric teams shapes daily practice. Early years pupil premium funding is used thoughtfully to support children's next steps. Leaders reduce barriers effectively using tailored support for all children. This ensures that children with special educational needs and/or disabilities and those who face disadvantage can access the same learning as their peers and take part with confidence.

p.3

Inclusion Strong standard

Staff follow the graduated approach rigorously. They review plans often and adjust support, helping children to progress in their development and at times of transition. Parents praise the progress that their children make and comment on how staff and children at the nursery recognise and value each other's differences.

p.3

Leadership and governance Strong standard

Leaders and governors share a vision of providing high-quality, nurturing, inclusive education for the community they serve. Leaders know families well and make thoughtful decisions that improve children's daily experiences, particularly for children with special educational needs and/or disabilities and those who have faced disadvantage. The appointment of new leaders since the last inspection has strengthened their capacity to deliver high standards and effective parent partnerships. They recognise that they need to continue to support staff so that high-quality interactions with children are consistent across the nursery.

p.3

Leadership and governance Strong standard

Professional development is purposeful and ongoing. Leaders ensure that staff engage in professional development that builds their expertise. Leaders share current research and benefit greatly from established partnership work with external agencies. Leaders value their staff's wellbeing. Staff are proud to work at the nursery and feel very well supported with their wellbeing and managing their workload. As a result, morale is high and everyone is focused on children's development and providing an environment in which they can flourish.

p.3

Leadership and governance Strong standard

Parents are delighted by the work of the nursery and say that leaders have gone 'above and beyond' to ensure the right provision and support for their children. Parents praise leaders for the support they receive for their children's home learning.

p.3

Achievement Expected standard

Typically, children achieve well from their starting points. Gaps in all children's learning are closing, particularly for children with special educational needs and/or disabilities and those who may face other barriers to their learning and/or wellbeing. All children gain skills that will prepare them for their move on to school. They develop large motor skills effectively, building their strength and coordination in the outdoor environment. They can use tools to plant seeds and make marks in writing areas. Older children show that they are developing these skills with increasing independence and control.

p.4

Achievement Expected standard

Generally, children learn to express themselves and develop their communication and language well. They develop their listening and attention skills effectively. Children relish learning to count during play. In reading areas, they clap and join in with the actions as they sing and listen to stories. Children develop their conversation skills, chatting with friends and their key persons.

p.4

Curriculum and teaching Expected standard

Leaders have designed an ambitious curriculum that effectively supports the foundations for children's learning and progress. Leaders and staff use observations to check what children know and can do. Staff have a focus on children's communication and language development, including their mathematical knowledge. For example, during a counting activity, young children select boxes and sensory resources to sort and explore. Staff introduce mathematical vocabulary, such as 'more' and 'less'. They encourage turn taking and support all children to take part.

p.4

Curriculum and teaching Expected standard

Leaders structure learning around developmental milestones and act promptly when gaps in learning appear, ensuring that all children make progress. The inclusive curriculum gives children the knowledge and skills they need for their next stage of development. Overall, staff teach with purpose and ensure that children understand routines and develop their physical skills. On occasion, when children show curiosity, particularly when exploring their own play, staff do not provide high-quality interactions to fully extend children's learning.

p.4

Curriculum and teaching Expected standard

Staff plan experiences that support children's personal, social and emotional development, helping children to form positive relationships, manage their feelings and develop confidence. Mealtimes are used as a routine opportunity for children to practise self-care skills and talk with others about their interests and feelings.

p.4

Compulsory Childcare Register requirements

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

p.5

Register

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

p.5

Voluntary Childcare Register requirements

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

p.5

Register

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

p.5

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

The dedicated, passionate staff team successfully creates a secure, inclusive and nurturing nursery where children thrive. Children greatly enjoy attending the nursery and benefit greatly from the individual attention they receive. Leaders and staff have extremely high expectations of what children can achieve. All children, including those with special educational needs and/or disabilities and those who may face other barriers to their learning and/or wellbeing, benefit from effective partnership working with a wide range of early years professionals. They access an array of rich experiences, which ignite their individual

p.5

About this setting

Unique reference number (URN): EY548381 curiosity and interest. As such, children quickly immerse themselves in play, progress well and confidently seek out others to share their learning experiences. Children develop highly positive attitudes towards their learning and demonstrate great determination in everything they do.

p.6

About this setting

Staff prioritise building children's communication skills and warm, respectful interactions. Children's enjoyment of reading and storytelling is a prominent feature of the nursery. All children's wellbeing, life experiences and home routines are thoughtfully considered. Those children who require early intervention and additional support are swiftly identified. Children's individual needs are at the heart of all decision-making. As a result, all children become engrossed in a wide variety of different learning projects that deepen their knowledge of the world and foster their language, mathematical and physical skills.

p.6

About this setting

Children are extremely caring towards each other and the environment. Behaviour is exemplary. Children independently share their ideas about healthy lifestyles and are highly aware of how to keep safe. Parents say the in-depth settling-in process and constant support during transitions keep them informed and involved at every stage of their child's journey through the nursery and on to school. Leaders promote regular attendance, so children benefit from consistent routines that support their wellbeing.

p.6

Next steps

Leaders should continue to support staff to embed high-quality interactions that fully extend children's learning.

p.6

About this inspection

The inspector spoke with the nominated individual, manager, area managers, the special educational needs coordinator, practitioners, parents and children during the inspection.

p.6

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.

p.6

Address:

St Francis Club Earp Street Liverpool L19 1RT

p.7

Address:

Type: Childcare on non-domestic premises

p.7

Address:

Registered person: Honey Pot Nursery (Garston) Ltd

p.7

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

p.7

Facts and figures used on inspection

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

p.7

Exceptional

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

p.7

Strong standard

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

p.8

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.

p.8

Needs attention

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

p.8

Urgent improvement

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

p.8

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.

p.8

Urgent improvement

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 .

p.8

Urgent improvement

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 .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

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

p.8