Little Foxes Maghull LTD

Inclusion: Strong standard

Leaders have established a strong, inclusive culture. Children's needs are identified early through ongoing assessment, such as WellComm screening, the 2-year check and focused observations. Leaders do not wait for formal diagnosis before acting. The graduated approach is embedded in practice. Staff assess children's needs, plan targeted support, implement strategies and review impact regularly. As a result, children receive timely support and continue to access learning appropriately.

Staff make practical adaptations so children can take part in everyday learning. Visual prompts and now-and-next boards help children understand routines. Structured small-group work strengthens communication and turn-taking. Teaching is adjusted to match individual needs, so children manage transitions and interactions more successfully. Leaders work closely with external professionals. For example, they seek guidance from the local authority special educational needs and/or disabilities team to refine strategies and strengthen practice. In addition, families are involved throughout and understand how support is delivered. Therefore, children approach new experiences with increasing confidence.

Leaders monitor progress carefully and review support regularly. Adjustments are made in response to what is working best. Additional funding is used thoughtfully to provide targeted resources and experiences that strengthen communication and widen children's understanding of the world. This reduces potential disadvantage and ensures support remains effective over time.

Curriculum and teaching: Strong standard

The curriculum is structured carefully and builds on what children already know and can do. In the baby room, staff develop early language through sensory play. They repeat and extend vocabulary, for example modelling 'cornflour' as babies recall ingredients. Furthermore, they encourage babies to link words during small-world play, introducing phrases such as 'tractor ride' and giving time for children to respond. As a result, babies begin to use new words with increasing confidence.

Staff support children's developing understanding of mathematics as they move through the setting. Younger children explore number during focused play dough activities. For example, they count their friends and the tools needed so everyone has one. Furthermore, positional language is introduced through instruction, using words such as 'backwards' and 'reverse'. Children develop a secure understanding of direction. Staff recognise when most-able children require additional challenge. During block play, they introduce language such as 'triangle', 'isosceles' and 'right angle'. Children explain how shapes fit together. Staff adapt questioning to extend understanding. Consequently, children deepen their mathematical understanding.

Physical development is strengthened through extensive outdoor provision. Children move confidently across uneven ground and between levels. They practise balancing, climbing and changing direction as they play. Staff support safe movement while allowing children to test their abilities. As a result, children become physically stronger and more coordinated.

Achievement: Strong standard

Children make rapid progress from their starting points. Babies move from single words to simple phrases. Older children speak confidently in group discussions and use increasingly precise vocabulary to explain their ideas. Communication and language develop quickly across all age groups. Furthermore, children apply mathematical understanding independently. They use shape names accurately and demonstrate secure understanding of number in familiar contexts. Knowledge is retained and applied during play and discussion, showing that learning is secure.

Children with special educational needs and/or disabilities achieve well. Support is responsive and ensures they develop alongside other children within the setting. Children who face barriers to learning show growing confidence and competence across the areas of learning. Consequently, children demonstrate the knowledge, confidence and language skills needed to succeed at their next stage, including school and future learning experiences.

Behaviour, attitudes and establishing routines: Strong standard

Leaders have established a calm and purposeful environment where expectations for behaviour are clear and consistently applied. Children understand daily routines and respond positively to time reminders about what is happening next. For example, before lunch staff ask, 'What do we need to do first?', and children sing 'wash hands' and move to the sink independently. Consequently, transitions are smooth and children manage routines confidently.

From the outset, children show positive attitudes to learning. Babies stay engaged in activities such as gloop play and explore with interest. Furthermore, older children approach group activities such as mindfulness with confidence. They invite visitors to join in and explain what they need to do. Children remain focused and involved for sustained periods.

Children learn to manage minor disagreements appropriately. Staff use a calm 'watch and wait' approach, providing clear explanations so children understand how their actions affect others. Strategies are adapted to meet individual needs. As a result, children develop empathy and take responsibility for their behaviour.

Attendance and punctuality are prioritised. Leaders work closely with families to establish consistent routines, particularly as children prepare for school. Where needed, sessions are increased gradually so children adjust to longer days. Children arrive settled and ready to engage.

Children's welfare and wellbeing: Strong standard

Leaders prioritise children's happiness and emotional security through their 'happiness guarantee'. Parents report that staff adapt settling-in sessions to suit individual children. This flexible approach helps children build secure attachments at their own pace. Key persons respond sensitively to changes in mood. During play, staff support children to recognise feelings by linking colours to emotions. Toddlers describe yellow as happy, like the sun. As a result, children develop emotional awareness and feel safe to express themselves.

Children's health is promoted effectively. Mealtimes are organised and inclusive. Staff manage dietary needs and allergies carefully. Older children recognise individual place mats and understand that some foods are not safe for everyone. Furthermore, leaders promote oral health by sharing information about local dentists and providing resources, such as timers, to support toothbrushing at home. Consequently, children develop secure habits that support their wellbeing in both the setting and at home.

Children explore similarities and differences through the 'book of the month' and wider events. For example, stories about different family set-ups lead children to talk about how families can look different. Events such as food bank day and global celebrations encourage children to discuss how communities support one another. Children share their own experiences and ask questions about what they notice. As a result, they develop a broader understanding of the world around them and their place within it.

Leadership and governance: Strong standard

Leaders maintain clear oversight of the setting and focus on continual improvement. They know what is working well and where refinement is needed, such as the development of group times. Leaders use a structured review cycle and the 'Identify, Discuss, Solve' approach to evaluate practice and agree next steps with staff. Funding is used purposefully to extend experiences and support learning at home. Changes are checked carefully to ensure they improve what children experience each day. As a result, children benefit from consistent routines and a well-organised environment that supports their learning and development.

Leaders invest in ongoing professional development within an established team. Training is specifically targeted to identified priorities and the needs of children attending. New staff complete a structured 'boot camp' induction before working independently. Weekly training and focused workshops strengthen practice further. Individualised targets are agreed and reviewed regularly to secure improvement. Supervision includes discussion of workload and wellbeing. Staff report that workloads are manageable and that they feel well supported. Consequently, children benefit from stable leadership, consistent practice and high-quality education and care.