The White House Nursery

The White House Nursery
Unique reference number (URN): 2806846
Address: The White House, South Drive, Sandfield Park, Liverpool, L12 2AE
Type: Childcare on non-domestic premises
Registered with Ofsted: 05/09/2024
Registers: EYR
Registered person: The Whitehouse Nursery Ltd
Inspection report: 19 June 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement
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.
How we evaluate safeguarding
When we inspect settings for safeguarding, they can have the following outcomes:
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.

Strong standard
Behaviour, attitudes and establishing routines Strong standard
Children behave extremely well. They play very well together, take turns with patience and
keenly share their toys with each other. Children are polite and kind because staff set clear
expectations for behaviour. For example, during mealtimes, staff consistently teach good
manners, encouraging children to say 'please' and 'thank you' when given food or drink.
Children then repeat this naturally in general play. This consistent and age-appropriate
modelling sensitively supports children to understand the expectations of the nursery.
Leaders, staff and children share warm, caring relationships. Babies enjoy cuddles with staff
when they feel unsure or tired. As a result, all children settle quickly. Routines for snack and
dinner times show a continuation of the excellent attitude children exhibit. They sit
beautifully, use manners and independently access food and drink. They are resilient as
they use utensils to handle the food. Staff and children have lovely conversations about their
day and their achievements so far. Staff are aware of guidance about safer eating. For
example, staff ensure that they are sitting with children during mealtimes and that they
consistently supervise them. Children feel valued, cared for and motivated to try more.
Music, songs and conversation fill the nursery, reflecting these positive relationships. These
experiences support children to develop confidence and learn to be caring and patient with
others. Leaders work proactively every day to ensure that children attend regularly. Staff
work in partnership with parents to help them understand the importance of good
attendance and punctuality. Parents say they understand and value the nursery's work. As a
result, children attend regularly, settle quickly and benefit from the well-established routines.
Children's welfare and wellbeing Strong standard
Leaders and staff positively support children's personal development and wellbeing. They
have a deep understanding of children's emotional needs. Children benefit from regular
yoga and sound therapy activities. Children practise techniques that help them stay relaxed
and calm. Enhancements have been made to the sensory room for older children. Children
seek out this space independently, learning to recognise when they need time away from
the busier environment. As a result, all children can self-regulate effectively.
Everyone's happiness and welfare are at the heart of the nursery's ethos. Leaders
understand that positive relationships and attachments are key to children's emotional
security. Transitions between rooms are managed with great care and patience. Children
show resilience as they adapt to new surroundings and perform more complex tasks. They
settle quickly and develop strong attachments with staff. Parents value collaborating in this
process. Relationships with peers are built on respect, sharing and kindness. Staff have
strong knowledge of safer sleep guidelines. Sleeping children are positioned correctly on
individual beds and are frequently checked while the temperature is also monitored. This is
consistent across all rooms.

Expected standard
Achievement Expected standard
Children are supported to learn new skills and are also offered opportunities to practise and
master what they can already do. Everyone, including those children who face barriers to
their learning, is well supported.
Physical development is a focus of the nursery, and the environment provided enables this
well. Babies are supported to develop their emerging physical skills. For example, they use
purposefully placed low-level furniture to pull themselves up to standing. Older children
create obstacle courses and balance with careful consideration under the support of staff.
Across the nursery, children independently access resources, lead their own play and
express their needs. Children show that they are confident to share their ideas with staff.
Children enjoy these interactions and gain high levels of confidence and self-esteem.
Older children take turns and share wonderfully well. They sit quietly during circle time and
enjoy stories and songs. Older children begin to develop their early reading and writing
skills. For instance, they use their fingers and large movements to trace the shape of letters,
developing foundation skills for early writing. Children of all ages enjoy age-appropriate
learning opportunities. For instance, babies and younger children learn to hold cups and
feed themselves with spoons that are easier to manage. Older children progress to using a
knife and fork at mealtimes to refine their fine motor and self-help skills.
Curriculum and teaching Expected standard
Leaders provide a curriculum that holistically supports all areas of children's learning and
development. Staff use their frequent observations to check what children know and identify
where they may benefit from additional support. Staff are effective at extending children's
interests to build on what children can do. For example, children who enjoy physical activity
are supported to make their own obstacle course and learn about balancing techniques.
Staff provide opportunities to support children to strengthen their hand muscles in readiness
for early mark making. For example, children practise squeezing tweezers and controlling
the movement of small objects. All children make progress in their physical development.
Teaching children to communicate and develop their language skills is a priority for all staff.
Babies and younger children hear many stories, songs and rhymes. Staff describe and
narrate actions and activities in the room as children are immersed in language. Older
children benefit from challenging questions to help them think and learn how to join in
conversations. However, on occasion, the quality of interactions between staff and children
can differ. For example, some staff ask children lots of questions but do not always check on
the response given. As a result, incorrect answers are stated to be correct, which gives the
children the wrong understanding. This does not always ensure that children consistently
deepen their thinking or fully extend their learning.
The curriculum is planned to offer children a breadth of different learning opportunities. For
example, children benefit from different classes delivered in the nursery, such as phonics,

sound therapy and sports. Alongside a range of activities prepared by staff, children remain
busy and enjoy their time spent in this nursery.
Inclusion Expected standard
Leaders and staff create effective plans that support the development of children with
special educational needs and/or disabilities (SEND). Staff identify emerging needs promptly
through focused observation, particularly in areas such as communication, social interaction
or physical development. When concerns arise, staff work collaboratively to create plans
that ensure consistency in teaching and subsequent progress for the child. These plans are
evaluated regularly and adapted accordingly, with parents involved at every stage. Leaders
use additional funding purposefully to enhance the progress of children who qualify,
directing it towards targeted resources that strengthen the areas of need highlighted.
Leaders and staff seek support from other agencies to help them to plan effectively for
children with SEND to ensure that they receive the support they need. This includes
referrals to other agencies that can support children and their families in moving forward.
All staff are clear on how to differentiate learning to support children's individual needs. Staff
use well-chosen strategies, such as simple signing, prompts and sensory tools, to help
children with SEND follow routines and take part in shared activities. These adaptations
support children to regulate their feelings and stay engaged.
Leadership and governance Expected standard
Leaders have an effective attitude towards self-evaluation, reflection and improvement.
Leaders have created a dedicated team with prior experience of the nursery and its
surroundings to support them in their decision-making. This support helps leaders to
celebrate what they do well and highlight areas to improve. Leaders act swiftly in the best
interests of children and work effectively with families and agencies. This ensures that all
children receive targeted and timely support to help make progress in their learning.
Leaders have a secure understanding of the strengths of the nursery and areas they wish to
develop further. For example, due to the success of the outside areas in the development of
physical skills, the nursery is looking to provide canopy cover for more access in adverse
weather.
Parents are happy with the care and learning their children receive. They feel that leaders
and staff provide many opportunities for collaborative working. This enables parents to be
fully involved in their child's learning. Leaders have oversight of the day-to-day practice
throughout the nursery because they are regularly in the rooms. They have an open-door
policy for all staff to come to talk and offer formal supervision meetings each term. This is an
opportunity to discuss professional practice, and staff comment that they value these
meetings with leaders. Staff wellbeing is high, with staff members reporting that they feel
fully supported and really enjoy working there. Staff attend online training courses to
develop their skills and knowledge.

What it's like to be a child at this setting
Children who attend this nursery are provided with the chance to be the best they can be.
They thrive because they are safe, happy and stimulated. Staff and leaders offer children a
very warm welcome each morning, greeting them with a friendly smile. Staff know the
routines, personalities and interests of the children well. Babies feel secure as they snuggle
into familiar adults during soothing songs. They gain confidence and quickly set about
playing in a room designed to encourage early movement, such as crawling or walking.
Toddlers develop curiosity through hands-on play. They become absorbed as they play with
real food in their role-play kitchen, proudly showing staff what they can do.
Older children confidently separate from their parents and carers at the beginning of the day.
They arrive incredibly eager to see the staff and friends, showing their keen sense of
belonging in this friendly nursery. Children's attendance is consistently good because they
look forward to attending. All children make timely progress from their starting points. Each
room throughout the nursery offers the consistent calmness, peacefulness and tranquillity
that leaders have fostered. This is reflected in the excellent behaviour of all children.
Children benefit from a varied curriculum. Staff carefully incorporate children's interests into
different activities. This helps to keep children engaged and enthused.
The leaders and staff are a close team that works very well together, delegating tasks and
sharing responsibilities. This helps to ensure that children's needs are quickly met.
Outdoors, children show energy and teamwork. Supported by staff, they encourage one
another across stepping stones, climb across a range of equipment and draw on
blackboards.
Staff introduce children to different customs and celebrations in age-appropriate ways.
Across the nursery, children feel valued and thrive. They build friendships, develop
independence and show the confidence to try and resilience to keep going. By the time they
move on, they are capable, sociable and well prepared for the next stage of learning.
Next steps
Leaders should ensure that staff accurately identify and address children's gaps in
knowledge so that children embed this knowledge for future learning.

Inspector:
Shaun Wilson
About this setting
Unique reference number (URN): 2806846
Address:
The White House
South Drive, Sandfield Park
Liverpool
L12 2AE
Type: Childcare on non-domestic premises
Registration date: 05/09/2024
Registered person: The Whitehouse Nursery Ltd
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority: Liverpool
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 19 June 2026
Children numbers
About this inspection
The inspector spoke with leaders, practitioners, the special educational needs coordinator
and parents during the 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.

Age range of children at the time of inspection
0 to 4
Total number of places
55
Our grades explained
Exceptional
Practice is exceptional: of the highest standard nationally. Other settings can learn from it.
Strong standard
The setting reaches a strong standard. Leaders are working above the standard expected of
them.
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.
Needs attention
The expected standards are not met but leaders are likely able to make the necessary
improvements.
Urgent improvement
The setting needs to make urgent improvements to provide the expected standard of
education and/or care.
The Office for Standards in Education, Children's Services and Skills (Ofsted) inspects
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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