Liliput Day Nursery (York) Ltd

Liliput Day Nursery (York) Ltd

Unique reference number (URN): EY462791 Address: Unit 2f, Ings Lane, York Business Park, Nether Poppleton, YORK, YO26 6RA Type: Childcare on non-domestic premises Registered with Ofsted: 11/04/2013 Registers: EYR, CCR Registered person: Liliput Day Nursery (York) 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

All children are well prepared for the next stage in their learning, including school. They develop their independence skills as part of their daily learning. For example, older children serve food and pour their own drinks at lunchtime and carry their meal back to the table. Younger children help to tidy up and wash their own hands at mealtimes.

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Achievement Strong standard

Children make swift progress across all areas of learning and develop the skills they need to help them reach key milestones. Children with special educational needs and/or disabilities access consistent support and shared resources across a range of settings and home. This collaborative approach enables these children to make progress and maximise their learning because they can regularly revisit key learning experiences matched closely to their individual needs.

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Achievement Strong standard

Children develop their language and communication skills because staff prioritise talking to them. Children are confident to join in with songs, rhymes and stories throughout the day. They talk to their friends and staff, asking questions and sharing their thoughts.

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Achievement Strong standard

Children make strong progress from their starting points, building securely on what they already know. Over time, they develop the knowledge and skills needed across all areas of learning, including communication, physical development and early mathematics.

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Achievement Strong standard

Children develop confidence and resilience, and this helps them to transition into new rooms and other settings happily.

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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff have established a very positive environment with well-embedded routines. All staff are consistent in their high expectations of children. They use effective strategies to help all children manage their behaviour. For example, staff provide access to a quiet, calm space with one-to-one support for children with special educational needs and/or disabilities to regulate their emotions and feelings.

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Behaviour, attitudes and establishing routines Strong standard

All children behave well, and they know and follow the 'golden rules'. Staff clearly and consistently communicate these with children as part of the daily routine. For example, children recognise, talk about and use their 'listening ears', 'kind hands' and 'walking feet'. They praise their friends for following the rules and learn the skills they need to manage their behaviour independently. This helps them to get along with each other and develop their awareness of safety.

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Behaviour, attitudes and establishing routines Strong standard

Staff develop caring, nurturing relationships with each child and treat them with kindness and respect. This helps children to speak kindly to each other, share and take turns with their friends, and develop positive friendships with others.

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Behaviour, attitudes and establishing routines Strong standard

Leaders understand the importance of attendance and work closely with families to support them. They follow up all absences and work with families to offer flexible sessions, particularly for those children known (or previously known) to children's social care, and children who face other barriers to their learning.

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Children's welfare and wellbeing Strong standard

Leaders foster positive and effective relationships with families and use this to gather all the information they need to support children. Staff are knowledgeable about the importance of creating secure attachments with children, and they ensure that children form close bonds with their key person. This is especially true for babies and those new to the setting.

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Children's welfare and wellbeing Strong standard

Leaders have created robust policies and procedures regarding children's personal needs, and all staff consistently carry these out to a high standard. Staff actively encourage children to be independent whenever they can. For example, older children manage their personal needs and take pride in helping to look after their environment. Younger children learn to feed themselves independently and wipe their face after their meal.

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Children's welfare and wellbeing Strong standard

Children develop their understanding of healthy lifestyles because staff plan a range of exciting and motivating activities. They enjoy trying new fruit and vegetables and can talk about making healthy choices. Staff adapt the environment to ensure that children have the opportunity to develop their physical skills every day. Younger children enjoy dancing and yoga activities. Older children use climbing equipment and balance beams.

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Children's welfare and wellbeing Strong standard

Children develop their sense of wellbeing and happiness. They can recognise and talk about how they are feeling. They are supported to become independent in managing their emotions. Staff are tuned into younger children's emotions and respond to them with care and reassurance. Older children share how they feel during circle time each day.

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Curriculum and teaching Strong standard

Leaders have created a very well-thought-out curriculum that is based on a secure understanding of child development and children's interests. It is sequenced progressively and enables children to build on their skills and knowledge over time. Staff are extremely knowledgeable about the children they care for. They use this, alongside their thorough knowledge of child development, to identify next steps based on what children already know and can do. All staff are skilled at teaching children in the moment, and they are clear about what they want children to learn.

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Curriculum and teaching Strong standard

All staff consistently support children to develop their communication and language skills. They use daily songs and rhymes to build children's listening, attention and vocabulary over time. Younger children first join in with actions and repeated words, before older children recall familiar phrases and use a wider range of vocabulary in their play. Older children recognise their name and can say the sounds of the letters in their name.

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Curriculum and teaching Strong standard

Staff build children's mathematical understanding step by step. Younger children begin by joining in with counting songs and noticing daily routines, while older children build on this knowledge to recognise patterns, sequence parts of the day and talk about time in familiar contexts. Children make friendships and get on well with each other. They show kindness to others and take turns when playing games together. Staff help children to name emotions and identify ways they can manage big feelings by providing small-group interventions and support during their play, including for those children who are known (or previously known) to children's social care.

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Curriculum and teaching Strong standard

Staff plan daily opportunities for children to strengthen their physical skills over time. For example, younger children develop control through stirring, scooping and grasping tools, while older children build on this through more precise movements, such as using mark- making tools and managing equipment with increasing control. Staff adapt resources and support so that children who may face additional barriers to their learning can take part fully and make progress from their starting points.

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Inclusion Strong standard

Leaders have created a highly inclusive culture across the setting. They work closely and regularly with a wide range of professionals to support children with special educational needs and/or disabilities (SEND) and those known (or previously known) to children's social care. For example, they share equipment with other settings to ensure that children have access to specific resources that are matched to their individual needs. This supports consistency and helps children thrive and succeed.

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Inclusion Strong standard

Leaders make effective use of additional funding to purchase resources that allow children with SEND to be fully included. For example, they purchase smaller scale trays that can be used with specialist equipment to allow children to reach and use the same resources as their friends.

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Inclusion Strong standard

Leaders and staff observe children closely, tracking their progress and matching interventions closely to children's needs, including children known (or previously known) to children's social care. For example, they create resources such as personalised emotions boxes to help children name and manage their feelings. This ongoing support ensures children make sustained progress over time in relation to their personal, social and emotional development.

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Inclusion Strong standard

Staff know all children extremely well and use their knowledge of individual children to adapt their practice. They work closely with families and have access to specific training to help them support children. For example, they incorporate specific Makaton signs into the daily routines to support communication and language, based on practices children use at home. This ensures that all children can communicate with their friends.

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Inclusion Strong standard

Leaders review and adapt support for staff, alongside monitoring the impact of training through observations, supervision and discussions, to ensure it improves staff practice and leads to better outcomes for children.

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Leadership and governance Strong standard

Leaders create a culture of high expectations and professionalism. Throughout recent staffing changes, they have worked very closely with staff to ensure that every child continues to have a high-quality experience at the setting. Leaders are highly reflective, and the decisions they make lead to consistent, high-quality care for all children. They value and care about staff and work collaboratively with them to gather feedback and make positive changes.

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Leadership and governance Strong standard

Leaders ensure that staff access high-quality training, such as Makaton. This improves staff confidence and consistency, enabling them to communicate more effectively with children and support their learning. As a result, children are better able to express their needs and make progress over time.

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Leadership and governance Strong standard

Leaders build close and positive relationships with all families, communicating effectively and consistently with parents. This is particularly evident for those children who are known (or previously known) to children's social care, and children who face other barriers to their learning. Leaders work collaboratively with outside professionals and parents to put in place effective strategies that have a positive impact for children with special educational needs and/or disabilities.

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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 arrive at this setting feeling excited to learn. They enjoy spending time with their friends and developing their independence skills by putting on their own coats, feeding themselves and managing their personal needs. All children form very positive bonds with their key person and their friends. Staff ensure that children develop a sense of belonging and feel safe and cared for. Leaders and staff welcome all children at the beginning of the

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Inspector:

day, check-in with parents and ensure that adaptations are made for individual children to help them thrive.

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Inspector:

All children know the routines very well and enjoy taking part in daily activities. Staff offer encouragement to children, and this builds their confidence when joining in with songs, rhymes and actions. Children grow in confidence and build their vocabulary over time because staff talk to them every day. Younger children begin to copy words and phrases from their favourite story, and older children share their thoughts and feelings during daily circle time. This ensures that they feel valued and heard. Staff help them to develop ways of managing big emotions and get along well with their friends.

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Inspector:

Children have daily opportunities to develop their physical skills, such as climbing and balancing in the outdoor area and using the ramps and bridges indoors. Children enjoy learning about the world around them by meeting people from the community, such as local farmers and visiting residents at a local care home. These experiences help children to develop confidence in speaking to others, ask questions and build positive relationships, strengthening their communication and social skills over time.

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Inspector:

All children, including those with special educational needs and/or disabilities, those known (or previously known) to children's social care and those facing other barriers to their learning, achieve well from their starting points. They develop skills across all 7 areas of learning and are well prepared for the next stage of their learning and school.

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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 children 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 leaders, staff, 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. Vanessa Foster

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Address:

Unit 2f, Ings Lane York Business Park, Nether Poppleton YORK YO26 6RA

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Liliput Day Nursery (York) 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. 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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