LSC @ Gateacre

LSC @ Gateacre

Unique reference number (URN): 2820285 Address: Gateacre School, 8 Hedgefield Road, Liverpool, L25 2RW Type: Childcare on non-domestic premises Registered with Ofsted: 04/03/2025 Registers: EYR, CCR, VCR Registered person: Activated Care 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 Expected standard

The setting promotes children's attendance. Staff record children's attendance accurately and follow up any unexplained absences. They are also vigilant in monitoring any irregular arrival times. This approach helps ensure that all children receive continuous support. Children follow the setting's routines during transitions. Before moving between activities, they line up and wait patiently while staff complete a headcount. Some children remind others to stay in the line, acting as a positive role model. This encourages children to learn from one another.

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Behaviour, attitudes and establishing routines Expected standard

Staff have high expectations for children's behaviour. They want them to respect resources, others and adults. Behaviour expectations are displayed prominently and reinforced throughout the day. This supports children to be typically kind to each other and their environment. It also supports children to understand how their actions affect those around them.

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Behaviour, attitudes and establishing routines Expected standard

When children show any unkind behaviour, staff respond quickly and sensitively. They use reminders, such as encouraging children to use their 'kind hands'. This supports children to understand appropriate behaviour. It also enables them to learn to treat others with respect. Children show positive attitudes to learning. They typically play cooperatively with their peers and staff. Staff build warm relationships with children, allowing children to share their questions with them. For example, when children are new to the setting, staff gently answer their questions. This supports children to feel welcomed and secure.

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Children's welfare and wellbeing Expected standard

Children spend time outdoors each day and participate in a wide range of physical activities. Staff encourage children to drink lots of water. They also explain the importance of resting after sessions. This supports children to understand the importance of maintaining a healthy and active lifestyle. Staff support children's emotional security. They ensure that younger children remain with familiar peers. They offer necessary reassurance to children when needed.

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Children's welfare and wellbeing Expected standard

Staff encourage children to try the activities, while allowing them the time and space they need if they feel less confident. During group activities, younger or new children are paired with older, more confident children. This approach has a positive impact as it helps children develop confidence and build relationships.

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Children's welfare and wellbeing Expected standard

During mealtimes, children and staff talk about the day's activities in a relaxed atmosphere. Staff are attentive and responsive to children. They sit next to them and discuss the choices in their lunch boxes. Staff also encourage children to use good manners. They typically praise their efforts. This has a positive impact on children's social skills as mealtimes have a social element. Staff celebrate children's achievements daily in the setting. They recognise their efforts. This supports children's self-esteem and overall emotional wellbeing.

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Inclusion Expected standard

Leaders and staff gather information about children to get to know them. Staff know the children in the setting well. They ensure that all children are included. Staff differentiate activities and the environment according to the children's needs. For example, for young children, when introducing ball skills, the focus is on throwing and catching the ball before progressing to more complex activities. This enables children to participate in activities and build their confidence. Staff also adapt the way they communicate with children according to their needs. For example, they repeat instructions or use more gestures to support children's understanding. This supports children to feel valued and included.

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Inclusion Expected standard

Staff show empathy and sensitivity in their interactions with children. They recognise and respond appropriately to children's emotional needs. For example, they provide reassurance to children who are new to the setting by offering positive interactions, such as giving them a 'high five'. This supports children to feel secure and develop trusting relationships. Staff have access to training to further their knowledge in supporting children in the setting. They typically use their knowledge to adapt their practice to reflect on children's individual needs. However, these strategies are not closely monitored to support children to make sustained improvement. As a result, the necessary coordination of adaptations has not yet been established in a systematic way.

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Leadership and governance Expected standard

Staff are complimentary about the support they receive in the setting. They report feeling valued and well supported. Leaders are ambitious and want to maintain high standards. They take pride in the staff team and the procedures they have to ensure that staff are suitable for the setting and their roles.

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Leadership and governance Expected standard

Leaders share policies and procedures with parents and carers in a variety of accessible formats to ensure that they are well informed. Leaders invite parents to the setting, and typically use those opportunities to share information on topics to support children's wellbeing. For example, leaders explain that during those visits they will talk about healthy choices. This helps parents develop their knowledge. Leaders and staff want to improve their practice. Staff receive lots of mandatory training as part of their induction process. This ensures they have the knowledge required for their role. Leaders also provide ongoing professional development opportunities, including whole team training days, where they explore new frameworks and discuss changes in guidance. This supports staff to keep their knowledge up to date. However, adaptations for children are not consistenly implemented to ensure sustained positive change for 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

Children are lively, confident and happy in the setting. They laugh and interact positively with their peers while learning to play games together. Children develop the skills to work independently and participate in small-group activities with the support of staff. Children enjoy a range of stimulating daily activities according to their interests. They are organised into 2 groups according to their age. During the morning session, younger children enjoy creative craft sessions, while older children practise their skills during sports activities with staff guidance.

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Address:

Gateacre School Staff support children to develop positive social skills. They encourage them to take turns and share resources. When there are not enough resources for everyone, children wait patiently and ask their friends politely. This has a positive impact as children develop respect for others and secure relationships. Children confidently use available resources, such as scissors, to make snips in their paper and complete creative activities. Staff supervise children and provide extra support when needed. Children are also taught about the safety of tools. For example, staff explain that scissors should never be on the floor because this could be dangerous. This helps children develop an understanding of safe practices. It also supports them to understand the difference between right and wrong.

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Address:

Children proudly share their creations with their peers. They say 'Look at my mask', and discuss what they plan to add next. These interactions support children's self-esteem as they express their ideas. Children listen to staff attentively. They respond positively to routines. At tidy-up time, children work together as a team to organise resources and care for their environment. Children take responsibility for collecting specific resources. They place them into specific bags and return them to staff once all items have been gathered. This supports children's independence and sense of belonging.

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Next steps

Leaders should strengthen the monitoring of staff adaptations to promote consistent and sustained impact on children's outcomes.

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About this inspection

The inspector spoke with leaders, staff and children 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. 8 Hedgefield Road Liverpool L25 2RW Type: Childcare on non-domestic premises

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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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