LUV Nursery

LUV Nursery

Unique reference number (URN): 2809416 Address: Beaconsfield, The Orchard, Huyton, L36 5UZ Type: Childcare on non-domestic premises Registered with Ofsted: 23/10/2024 Registers: EYR Registered person: LUV Nurseries Limited

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

Achievement Strong standard

Children are curious about their environment and keenly explore the interesting learning experiences available to them. Children of all ages persevere at whatever activity they have chosen to play with. Babies notice the marks they make with paint on paper, and toddlers make deliberate patterns in dough and powders. Pre-school children draw self-portraits and include letters from their name on the artwork. All children make positive progress in their learning and development, despite some minor inconsistencies in teaching.

p.2

Achievement Strong standard

Children with special educational needs and/or disabilities respond very well to their individual play plans. Children's speech and communication skills develop incredibly well. They concentrate well when engaging in discussions, and, as they move through the nursery, they engage in more complex conversations and recall events with precision.

p.2

Achievement Strong standard

Children play alongside each other and begin to understand about kindness, sharing and being respectful. By the time they are in pre-school, children develop social skills that will benefit them hugely when they start school.

p.2

Children's welfare and wellbeing Strong standard

Leaders and staff use the outdoor area to support children's physical and emotional development. They know that children relax when they are outdoors. Leaders developed the garden to meet the specific needs of children who find comfort in the outdoors. Children develop their strength and coordination as they climb on equipment, play ball games and pour water into containers.

p.2

Children's welfare and wellbeing Strong standard

Leaders and staff prioritise children's need to be prepared for school. They make sure that, as children move through the nursery, familiar environments such as home corners are available to provide children with a sense of security. This helps children to settle into their new environment. Staff create many opportunities for children to be independent and take responsibility. Babies freely choose toys that interest them, while toddlers help to tidy the environment, copying staff as they model what to do. Pre-school children are keen to help and show responsible attitudes as they hang up their coats and place their belongings in the correct place. Children show great pride in their achievements, and staff offer an abundance of praise for their efforts, explaining why they are so proud of the child. Older children burst with pride when they help at lunchtime and take on the role with great responsibility. They

p.2

Children's welfare and wellbeing Strong standard

make sure there are enough cups for everyone to pour their own water from the water fountain.

p.2

Children's welfare and wellbeing Strong standard

Children's meals are nutritious and balanced. The chef prepares fresh food to meet the dietary needs of the children. Staff understand that mealtimes can pose a risk. They closely supervise children when they eat. When children are sleeping, they are fully supervised, and staff check their breathing frequently.

p.2

Inclusion Strong standard

Leaders promote inclusive practice in the nursery. Staff assess children's development and are quick to identify potential gaps in children's learning or development. When children need extra support, key staff work with parents to carry out further assessments to obtain precise information. They then use this information to devise individual, detailed plans that have individual targets. Leaders support children's key persons to fully understand why and how things should be done. They complete regular reviews and keep parents fully informed about their child's progress.

p.3

Inclusion Strong standard

Leaders and staff liaise closely with parents of children who receive additional funding to close gaps in learning and reduce barriers to learning. They monitor how funding is used and the impact it has on children. For example, some additional funding has been used to provide a sensory area with engaging resources. Children who are known to struggle to manage their emotions or who struggle with their attention skills become noticeably calmer and ready to learn when they have had some time in this area. This helps children to develop a positive approach to learning.

p.3

Leadership and governance Strong standard

Leaders are committed to providing the highest standards in care and early education. They are aiming to establish a cycle of continuous improvement. They provide a range of opportunities to enhance staff's skills. Leaders monitor staff's practice precisely and understand the impact of the curriculum on children's development. They give feedback to staff to help improve their teaching. There have been some recent changes in the staff team and how the nursery operates. As yet not all staff have fully benefited from the coaching that leaders offer. Leaders have clear plans to support all staff to address issues, such as enhancing routines at key parts of the day. More time is needed to embed these plans and realise sustained improvements.

p.3

Leadership and governance Strong standard

Leaders identify strengths that staff have to offer activities such as yoga and dance to enhance nursery practice. Staff learn from each other's expertise and experience. For example, staff share messages from training with the team. This has been beneficial for children with special educational needs and/or disabilities, who have individualised support from nursery staff and from the most relevant professionals who can meet their needs. Staff's professional development, wellbeing and motivation are all well provided for. Leaders see the potential in their staff team. They support staff to access training and development opportunities, and their successes are celebrated by the leaders.

p.3

Leadership and governance Strong standard

Leaders have established clear communication with parents. They make sure that parents receive the outcome of any assessments, such as the progress check at age 2, and regular information about their child's development. Parents are very well supported to help children learn at home.

p.3

Behaviour, attitudes and establishing routines Expected standard

Leaders and staff mostly have clear expectations for children's behaviour. They help children to understand the expectations of behaviour by typically reinforcing simple rules and acting as positive role models. They treat each other and children with great respect. Children who might struggle to understand about sharing, kindness or taking turns are helped through carefully designed activities. However, there are times that routines are not fully embedded, which leads to some inconsistencies in children's experiences and their learning. For example, some children wait a long time for their lunch and have limited interactions from staff, while other children benefit from an organised and social lunchtime.

p.4

Behaviour, attitudes and establishing routines Expected standard

Each child has a key person who finds out all about them before they start attending or before they move to a new room. Staff use this information to plan activities that are familiar and interesting to help children to settle as quickly as possible and develop trustful relationships with their key person.

p.4

Behaviour, attitudes and establishing routines Expected standard

Leaders have a proactive approach to promoting attendance for children and families who struggle. They work with parents to find out why attendance is not regular and create solutions to help children to achieve high levels of attendance. They explain to parents how attending nursery regularly and on time benefits children when they start school.

p.4

Curriculum and teaching Expected standard

Leaders have established a curriculum that has a clear focus on children's individual development needs. Staff carefully assess children's progress and find out from parents what the children know and can do. Children have next steps in their learning identified. The opportunities they are presented with during their play mostly take account of these. Staff adapt the activities to focus on what children are interested in.

p.4

Curriculum and teaching Expected standard

Children of all ages thoroughly enjoy time learning outdoors. Staff use the outdoor environment creatively to help children develop skills and knowledge for the next stage in their learning. Children move with confidence and learn about how exercise contributes to their health. Their learning about healthy lifestyle choices is extended when they make freshly squeezed juice.

p.4

Curriculum and teaching Expected standard

Staff prioritise helping children to develop their communication skills. They use a wide range of planned vocabulary, such as positional language, when speaking to the children. This helps them to make progress relevant to their age and stage of development. Leaders are supporting staff to develop their expertise and raise the quality of teaching to consistently higher levels.

p.4

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

Children thrive in the extremely welcoming, nurturing and well-organised environment. Staff build secure, trusting relationships and have a deep understanding of each child's care routines, preferences and individual needs. Key-person arrangements are highly effective, particularly for younger children. Staff guide children from an early age to manage their emotions and understand their feelings. Children learn how to respond to changes in their bodies while participating in yoga and dance sessions. They rest when needed and learn breathing exercises to help calm them.

p.5

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

Staff skilfully include all children in group discussions. They model positive interactions and support meaningful conversations. As a result, children enjoy interacting with one another and build meaningful friendships. For instance, older children support younger peers by encouraging them to join in collaborative play and help them understand the rules of a team game. Younger children beam with delight as they throw a rugby ball. This promotes kindness, respect and cooperation. Children consistently behave well, showing curiosity and resilience. Children develop healthy habits and confident self-care. They access drinks and serve their meals from a range of nutritious options.

p.5

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

Staff build respectful and trusting relationships with children and their families. They demonstrate comprehensive knowledge of each child and respond promptly and sensitively to their varying needs. For example, care practices are tailored for children with special educational needs and/or disabilities. Staff continually adapt the environment and resources to enable all children to participate fully. Parents value highly how quickly their children settle at the nursery and make friends. Leaders work in partnership with school staff, external professionals and parents to promote regular participation and robustly monitor children's attendance.

p.5

Next steps

Leaders should provide staff with support to establish clear routines throughout the day.

p.5

About this inspection

The inspector spoke with leaders, staff, parents and children during the inspection.

p.5

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

p.5

Address:

Type: Childcare on non-domestic premises

p.6

Address:

Registered person: LUV Nurseries Limited

p.6

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:30

p.6

Address:

Local authority: Knowsley Metropolitan Borough Council

p.6

Facts and figures used on inspection

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

p.6

0 to 4

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

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.7

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.7

Needs attention

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

p.7

Urgent improvement

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

p.7

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.7

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.7

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

p.7

Urgent improvement

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

p.8