Susana's Home From Home

Susana's Home From Home

Unique reference number (URN): 2762077 Address: 60 St. Johns Road, Huyton, LIVERPOOL, L36 5SY Type: Childcare on non-domestic premises Registered with Ofsted: 30/11/2023 Registers: EYR, CCR, VCR Registered person: Susana's Home From Home 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 Expected standard

Children learn about colour and number as they explore the nursery's well-considered resources. They develop core strength as they play on the balance beams in the nursery garden. Children share their new skills with their friends and help them to balance.

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Achievement Expected standard

Babies thrive in their language development, when learning about nursery rhymes and books. They know where to find their favourite books, such as about a very hungry caterpillar, and confidently ask for stories to be read aloud. Babies relish poking their fingers through the purposeful holes that the munching caterpillar has left behind in the book.

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Achievement Expected standard

Children, including those with special educational needs and/or disabilities, learn how to pull on their own wellington boots and outdoor wet suits by themselves. They do this with confidence and great ability. Children learn to persist or ask for help when needed. At times, some learning does not build successfully on what children already know.

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Behaviour, attitudes and establishing routines Expected standard

Leaders have made improvements to routines and hygiene in the pre-school room. Staff help children to understand and prepare for what comes next in the daily routines. Children, including disadvantaged children and those with special educational needs and/or disabilities, benefit greatly from being given responsibilities. They ably work in small teams to clean and prepare lunch tables with tablecloths, crockery and cutlery. This gives them great pleasure and a sense of togetherness to look after their nursery room. Staff skilfully teach children how to achieve a goal and persevere with tricky tasks. They show children how to cut up citrus fruits. When this becomes hard, staff encourage children to try different approaches. This helps to ensure that children experience success.

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Behaviour, attitudes and establishing routines Expected standard

Children behave sensibly. They see that staff show kind, caring behaviours to each other and to children. As a result, children are kind to their friends and build trusting relationships with their key persons. Staff teach younger children how to wait for a turn of a favourite toy. They support babies to understand that other babies may show an interest in the objects that they are playing with. Leaders take swift action if a child may be absent from nursery without notice. They share with parents the importance of regular attendance to enable children to access the curriculum.

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Curriculum and teaching Expected standard

Leaders are clear about what they want children to learn in their curriculum. They make certain that staff provide effective teaching to promote children to be confident communicators, understand early mathematics and be independent. Staff regularly check what children know and can do. Overall, they use this information to make sure that the curriculum intent builds on children's previous learning. On occasion, there are inconsistencies in the quality of how some staff implement the curriculum to extend what children already know.

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Urgent improvement

Generally, staff promote children's learning of mathematics well. For instance, they provide interesting objects, such as pine cones and wooden reels, to make repeated patterns. This supports children's understanding of mathematical concepts about prediction and order. Staff competently help babies to learn new words. They encourage and respond to the youngest children, who repeatedly request singing of their favourite nursery rhymes. Babies confidently use single words to tell staff the songs they want to sing. Children join in enthusiastically with the actions as they sing about wipers and beeping horns on a bus. Such carefully considered interactions also support children's social skills and physical development successfully.

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Urgent improvement

Leaders make sure that staff adapt their teaching for children with special educational needs and/or disabilities effectively. Staff skilfully break down learning the routine into smaller steps. For example, when some children struggle to be involved in group routines when washing hands, staff provide extra time to wait until sink areas are less busy.

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Inclusion Expected standard

Leaders make certain that staff receive training to help them to understand how to assess and review children's learning accurately. This helps staff to spot any emerging gaps early in children's learning or development. Leaders provide staff with other important learning, such as about play plans for disadvantaged children and those with special educational needs and/or disabilities (SEND). As a result, staff are confident in checking the progress of children and developing next steps to help support progress. This means that children have their SEND needs met well.

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Inclusion Expected standard

Leaders and staff work hard to reduce barriers that disadvantaged children may face, such as to provide learning in small groups. Leaders make suitable decisions about the use of additional funding for children. In close liaison with parents to gather information to best support their children's learning, leaders purchase high-quality resources, such as cause- and-effect toys to stimulate attention and interest for specific groups of children.

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Inclusion Expected standard

Leaders work in effective partnerships with early years experts about supporting children with SEND. They actively seek guidance and apply individual learning plans as advised by external experts effectively. Those responsible for leading the work on SEND are fully trained and ably provide coaching and support for individual staff working with children with SEND.

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Children's welfare and wellbeing Urgent improvement

Leaders do not ensure that staff understand and follow safer eating policies and procedures. Staff do not always adequately watch babies during mealtimes. Instead, some staff complete other tasks rather than supervising babies when they are eating. Leaders have not ensured that the practice of staff promotes the health and welfare of babies. This puts babies and children at risk of harm. Leaders and staff promote children's understanding of healthy lifestyles. They make sure that children are physically active for a good proportion of the day, indoors and outdoors. Children and babies adore outdoor play and learn how to use their big muscles, such as on the nursery swings. Staff help children to know how to hold on to stay safe when swinging.

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Children's welfare and wellbeing Urgent improvement

Staff ensure that hygiene procedures, such as handwashing, wiping noses and cleaning up, are implemented well. They teach children how to become independent. For instance, staff provide ample opportunities for children to serve their own lunch, dress themselves and learn about going to the toilet. Staff create warm and caring relationships with children. This supports children to develop confidence in exploring and following their interests. Each child's individual needs are taken into consideration well. Staff follow individual routines of babies, such as for sleeping.

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Children's welfare and wellbeing Urgent improvement

Staff support children, including disadvantaged children, to know about their mental health. They make effective use of stories about emotions and mirrors to look at facial expressions. Staff support children with barriers to their learning and/or wellbeing and those with special educational needs and/or disabilities to learn how to manage their emotions well. For instance, staff recognise when children need to spin in the nursery's special spinning chair to calm themselves.

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Leadership and governance Urgent improvement

Leaders have failed to keep sufficient oversight of the practice of staff while children are eating. For example, they do not make sure that staff supervise babies while eating. Although staff are trained in safer eating and in the care of babies, leaders have not checked that training has had the desired impact to ensure that staff understand and implement leaders' policies and procedures. As a result, staff do not carefully supervise babies when they are eating. This lack of action puts babies and children at risk of harm.

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Leadership and governance Urgent improvement

Leaders have made some improvements since the previous inspection. For example, they have provided staff with some training about risk assessment, such as ensuring that internal safety gates are closed and improved their routines and hygiene procedures. Leaders make sure that staff report accidents or injuries to parents on the day.

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Leadership and governance Urgent improvement

Leaders make sure that support for children with special educational needs and/or disabilities is effective. They provide support and guidance for staff to ensure they understand how to check the development of children's communication and language. This helps staff to identify children's learning needs quickly and act on plans to support their progress.

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Leadership and governance Urgent improvement

Leaders provide coaching and guidance for staff. They consider staff wellbeing and workload and make sure that staff do not spend time away from key children on unnecessary paperwork. Staff enjoy working at the nursery and feel supported in their roles. Some staff do not receive training that is tailored precisely to their needs to consistently improve their practice, such as to build on children's previous learning.

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Leadership and governance Urgent improvement

Partnership with parents and carers is effective. Parents are pleased with their choice of nursery. They report that leaders go above and beyond to support vulnerable families. Parents highly value the genuine and caring support that leaders and staff provide for their children's learning, including when learning at home. Parents benefit from the guidance and support, such as regular parent's evenings, to discuss and contribute to their children's progress.

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Compulsory Childcare Register requirements

This setting has not 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 not 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 have failed to check that staff implement policies and procedures to ensure that children are safe when eating. For example, although staff have received training in the care of babies and in safer eating, leaders do not make sure that babies are supervised when eating. This compromises the safety of babies.

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

Leaders have made some changes to the nursery provision as part of their improvement priorities since the previous inspection. Staff have received training about some elements of risk assessment. Leaders make sure that risk assessments inform staff's practice, such as closing safety gates and to report any risks or hazards. Leaders ensure that parents receive immediate notification of any accident or injury to children via the nursery's electronic communication system.

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

Children, including disadvantaged children and those with special educational needs and/or disabilities (SEND), benefit from the interesting learning opportunities that staff provide. Children love playing in the nursery's garden with each other as they climb, run and ride on the wheeled toys. This supports their stamina, strength and social skills well. Children learn how to look after their personal care needs, such as dressing and toileting, through the careful help of staff. This helps them to be ready for their move on to school.

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

Leaders and staff take extra care to reduce barriers to children's learning and development. They provide tailored support to help disadvantaged children and those with SEND to make positive progress. Children develop an assured sense of self, learn to cooperate with others in their play and behave well. Staff's gentle care and consideration help all children to feel valued as a member of the nursery. Staff form genuine relationships with children. As a result, develop secure attachments with their key persons and children settle well into the nursery's carefully considered daily routines.

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Next steps

The provider is not meeting the requirements of the Early years foundation stage and Childcare Register and Ofsted intends to take enforcement action.

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Next steps

We will issue a Welfare Requirements Notice requiring the provider to have taken the following action by the assigned date:

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Action Completion Date

ensure that babies and children are always within sight and hearing while eating 09/03/2026

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About this inspection

The inspector spoke with leaders, the special educational needs coordinator, children, staff 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

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Address:

60 St. Johns Road Huyton LIVERPOOL L36 5SY

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Susana's Home From Home Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:30

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Address:

Local authority: Knowsley Metropolitan Borough Council

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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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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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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

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

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