Thrive Grosvenor House — Ofsted Nursery Tracker

Grades by area

Children's welfare and wellbeing

Strong standard

Practice and procedures to promote children's health are extremely rigorous and worthy of praise. The internal housekeeping team work tirelessly every day to achieve impeccable cleanliness throughout the nursery rooms, optimising children's health. External safety advisors routinely audit the site to ensure ongoing excellence is achieved in all aspects of safety. Children enjoy a very diverse menu, which has recently been reviewed and updated by leaders for optimal nutritional value and to ensure a variety. Children enjoy their food and often ask for more, illustrating their immense enjoyment and healthy appetites. Mealtimes successfully promote children's exemplary health and wellbeing. Children benefit from an abundance of opportunities to enjoy fresh air and exercise. The nursery buildings are encapsulated by outdoor space in a unique setting. Children enjoy unlimited fresh air and rigorous daily exercise, promoting their excellent physical health. Supervision of children who are eating and sleeping is given the utmost priority. Staff closely check sleeping children, monitoring the temperature and their wellbeing. All areas of practice to promote children's welfare and wellbeing are first-rate.

Achievement

Expected standard

Children confidently complete everyday tasks for themselves. They show an impressive sense of responsibility and independence. For instance, older children self-register their attendance each morning by collecting their name card. This task promotes self-confidence and extends literacy skills as children begin to recognise their written names. Children enjoy reading, and books are readily available both indoors and outdoors. Sometimes, children choose to look at books alone, flicking through pages and looking at illustrations. At other times of the day, children sit collectively and listen to stories read aloud. It is evident that babies and children alike love books and reading. Children's health is promoted through daily fresh air and exercise. They nurture and grow seeds in the raised garden planters. This helps children to learn about nature. Visits from local police officers and other community workers further extend children's awareness and appreciation of the world around them. Children benefit from a rich array of different activities and experiences. They enjoy their learning and make steady all-round progress. Occasionally, during self-chosen play, younger children's focus and attention wavers, which impacts their learning during these times.

Behaviour, attitudes and establishing routines

Expected standard

Children try hard to please adults. Staff often praise children, which bolsters and reinforces children's positive self-esteem. When children demonstrate age-appropriate disagreements or challenging behaviour, staff intervene swiftly and help children to resolve their differences. Typically, children play cooperatively, make friends and get along with each other. Staff make use of a range of different strategies to successfully manage children's behaviour. Colour cards and pictorial timetables provide visual prompts to indicate expectations for children. All children continually know what is expected of them. A 'calm area' is available for children who benefit from this space to relax or settle. The environment, coupled with staff practice, helps to promote children's positive behaviour. Staff are incredibly patient with children. They allow children time and space to have a go and test out their ideas. This tolerant and forgiving approach from staff enables children to confidently explore in a supportive environment. This fosters children's positive, 'can-do' attitude, which is a secure foundation for their learning.

Curriculum and teaching

Expected standard

Leaders design a curriculum that is well sequenced. Staff focus on teaching children communication, physical and social skills first, before supporting children's development of broader skills. Teaching steadily builds on what children already know and can do. Learning is accessible for everyone, and staff often adapt their teaching to respond to children's different needs. They also link activities to children's ever changing interests and preferences. The curriculum is inclusive. Children master key skills and are well prepared for the next stage in their learning. Staff teach mathematics in a fun and engaging way. This successfully ignites children's thirst to learn about numbers. Children count in sequence as they play a game of chase in the garden. They begin to understand the concepts of quantity and volume as they fill containers with water, describing them as 'half full' and 'empty'. Children progress well in this area of their development. Staff plan a range of activities for children, which are varied, broad and balanced. As such, children remain occupied with a range of different experiences. However, staff do not have sufficient understanding about what areas of learning the activities intend to support to focus their teaching with precision. Typically, staff are effective role models, and they support and extend children's learning. However, occasionally, particularly during independent play, younger children move from one task to another in quick succession and with limited engagement. When children choose to play independently, staff do not always promote their focus and engagement at the highest level.

Inclusion

Expected standard

All children who attend this setting are treated as individuals. Their personalities, interests and uniqueness are all celebrated and nurtured. Attentive staff continually observe children and use this professional assessment to create a detailed summary of children's abilities and needs. Staff know children well and support them accordingly. Children with special educational needs and/or disabilities benefit from specific and individualised care plans. These plans are shared with all staff and parents to help to promote a consistent approach among everyone, which means children's needs are continually met. Staff work with a range of professionals and call upon their expertise to enhance their confidence, skills and practice. To illustrate this, staff have recently worked with health visitors and speech and language therapists to meet children's different needs. Children of different ages and abilities mix and play together in this nursery. Staff skilfully adapt their practice and environment to meet children's needs. Everyone is supported to thrive.

Leadership and governance

Expected standard

The setting is led by an aspirational leadership team, who show impressive ambition and work hard to achieve their goals. They often reflect on the quality of the service and have a clear understanding of their strengths and areas to develop. A recent focus on establishing a motivated and skilled staff team has resulted in increased staff morale and a stable foundation for quality practice. Leaders have a positive attitude towards improvements and they understand that strengthening weaknesses identified in planning procedures will further improve their service. Leaders understand the importance of managing staff workload and are sensitive and empathetic to the work pressures staff face. They are receptive to staff feedback and offer support when needed. There is a great sense of teamwork in this nursery where everyone is valued and respected. Children benefit from this because staff are happy. Staff training and professional development are given high priority. When staff show aspiration to undertake greater responsibilities, this is supported through a complex training programme, so they have the expertise to undertake new roles. Staff have convenient access to a catalogue of online courses, coupled with externally delivered training. All staff have completed a wealth of training to develop their skills and improve their practice. Leaders make decisions that are in the best interests of children. They work with a range of professionals and closely with parents to ensure children's needs are understood and well met.

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

Children settle quickly and show they feel happy, contented and secure. They are welcomed each morning by friendly staff who greet everyone with a warm smile. Children appear excited to see familiar staff and return the enthusiastic welcome with a cheery hello or 'high-five' greeting. There is an atmosphere of energy and enthusiasm among staff and children at the beginning of the day as they anticipate a fun day ahead. Children show an impressive sense of belonging and they enjoy their time spent in this stimulating nursery. Children experience exciting activities, and they enthusiastically join in. For example, they create large-scale chalk drawings on the garden path, practising their writing skills. When faced with difficult tasks, children are resilient. They solve problems and work together with peers to transport water from the tap to the water tray. This requires impressive problem-solving skills and cooperation to succeed, which are personal characteristics that the children demonstrate as they successfully move water across the garden. Children receive plenty of affection from staff and the role of the key worker is effective. Staff know children well and are often seen working closely with their key children to reinforce these positive relationships. Children check that familiar adults are nearby before continuing to play, demonstrating they gain great emotional reassurance from these positive relationships. This is a happy and fun nursery where all children progress well.

Next steps

About this inspection

The inspector spoke with leaders, staff and children 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.

About this setting

URN: 304975
Address: Benison Nursery Care Rake Lane, Eccleston Chester Cheshire CH4 9JN
Type: Childcare on Non-Domestic Premises, Full day care
Registration date: 02/10/1987
Registered person: Benison (Nursery School) Limited
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority: Cheshire West and Chester

Facts and figures

Age range at inspection: 0 to 4
Total places: 97

Data from 11 August 2026

Thrive Grosvenor House Unique reference number (URN): 304975 Address: Benison Nursery Care, Rake Lane, Eccleston, Chester, Cheshire, CH4 9JN Type: Childcare on non-domestic premises Registered with Ofsted: 02/10/1987 Registers: EYR, CCR, VCR Registered person: Benison (Nursery School) Limited Inspection report: 11 August 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 Expected standard Children's welfare and wellbeing Strong standard Practice and procedures to promote children's health are extremely rigorous and worthy of praise. The internal housekeeping team work tirelessly every day to achieve impeccable cleanliness throughout the nursery rooms, optimising children's health. External safety advisors routinely audit the site to ensure ongoing excellence is achieved in all aspects of safety. Children enjoy a very diverse menu, which has recently been reviewed and updated by leaders for optimal nutritional value and to ensure a variety. Children enjoy their food and often ask for more, illustrating their immense enjoyment and healthy appetites. Mealtimes successfully promote children's exemplary health and wellbeing. Children benefit from an abundance of opportunities to enjoy fresh air and exercise. The nursery buildings are encapsulated by outdoor space in a unique setting. Children enjoy unlimited fresh air and rigorous daily exercise, promoting their excellent physical health. Supervision of children who are eating and sleeping is given the utmost priority. Staff closely check sleeping children, monitoring the temperature and their wellbeing. All areas of practice to promote children's welfare and wellbeing are first-rate. Achievement Expected standard Children confidently complete everyday tasks for themselves. They show an impressive sense of responsibility and independence. For instance, older children self-register their attendance each morning by collecting their name card. This task promotes self-confidence and extends literacy skills as children begin to recognise their written names. Children enjoy reading, and books are readily available both indoors and outdoors. Sometimes, children choose to look at books alone, flicking through pages and looking at illustrations. At other times of the day, children sit collectively and listen to stories read aloud. It is evident that babies and children alike love books and reading. Children's health is promoted through daily fresh air and exercise. They nurture and grow seeds in the raised garden planters. This helps children to learn about nature. Visits from local police officers and other community workers further extend children's awareness and appreciation of the world around them. Children benefit from a rich array of different activities and experiences. They enjoy their learning and make steady all-round progress. Occasionally, during self-chosen play, younger children's focus and attention wavers, which impacts their learning during these times. Behaviour, attitudes and establishing routines Expected standard Children try hard to please adults. Staff often praise children, which bolsters and reinforces children's positive self-esteem. When children demonstrate age-appropriate disagreements or challenging behaviour, staff intervene swiftly and help children to resolve their differences. Typically, children play cooperatively, make friends and get along with each other. Staff make use of a range of different strategies to successfully manage children's behaviour. Colour cards and pictorial timetables provide visual prompts to indicate expectations for children. All children continually know what is expected of them. A 'calm area' is available for children who benefit from this space to relax or settle. The environment, coupled with staff practice, helps to promote children's positive behaviour. Staff are incredibly patient with children. They allow children time and space to have a go and test out their ideas. This tolerant and forgiving approach from staff enables children to confidently explore in a supportive environment. This fosters children's positive, 'can-do' attitude, which is a secure foundation for their learning. Curriculum and teaching Expected standard Leaders design a curriculum that is well sequenced. Staff focus on teaching children communication, physical and social skills first, before supporting children's development of broader skills. Teaching steadily builds on what children already know and can do. Learning is accessible for everyone, and staff often adapt their teaching to respond to children's different needs. They also link activities to children's ever changing interests and preferences. The curriculum is inclusive. Children master key skills and are well prepared for the next stage in their learning. Staff teach mathematics in a fun and engaging way. This successfully ignites children's thirst to learn about numbers. Children count in sequence as they play a game of chase in the garden. They begin to understand the concepts of quantity and volume as they fill containers with water, describing them as 'half full' and 'empty'. Children progress well in this area of their development. Staff plan a range of activities for children, which are varied, broad and balanced. As such, children remain occupied with a range of different experiences. However, staff do not have sufficient understanding about what areas of learning the activities intend to support to focus their teaching with precision. Typically, staff are effective role models, and they support and extend children's learning. However, occasionally, particularly during independent play, younger children move from one task to another in quick succession and with limited engagement. When children choose to play independently, staff do not always promote their focus and engagement at the highest level. Inclusion Expected standard All children who attend this setting are treated as individuals. Their personalities, interests and uniqueness are all celebrated and nurtured. Attentive staff continually observe children and use this professional assessment to create a detailed summary of children's abilities and needs. Staff know children well and support them accordingly. Children with special educational needs and/or disabilities benefit from specific and individualised care plans. These plans are shared with all staff and parents to help to promote a consistent approach among everyone, which means children's needs are continually met. Staff work with a range of professionals and call upon their expertise to enhance their confidence, skills and practice. To illustrate this, staff have recently worked with health visitors and speech and language therapists to meet children's different needs. Children of different ages and abilities mix and play together in this nursery. Staff skilfully adapt their practice and environment to meet children's needs. Everyone is supported to thrive. Leadership and governance Expected standard The setting is led by an aspirational leadership team, who show impressive ambition and work hard to achieve their goals. They often reflect on the quality of the service and have a clear understanding of their strengths and areas to develop. A recent focus on establishing a motivated and skilled staff team has resulted in increased staff morale and a stable foundation for quality practice. Leaders have a positive attitude towards improvements and they understand that strengthening weaknesses identified in planning procedures will further improve their service. Leaders understand the importance of managing staff workload and are sensitive and empathetic to the work pressures staff face. They are receptive to staff feedback and offer support when needed. There is a great sense of teamwork in this nursery where everyone is valued and respected. Children benefit from this because staff are happy. Staff training and professional development are given high priority. When staff show aspiration to undertake greater responsibilities, this is supported through a complex training programme, so they have the expertise to undertake new roles. Staff have convenient access to a catalogue of online courses, coupled with externally delivered training. All staff have completed a wealth of training to develop their skills and improve their practice. Leaders make decisions that are in the best interests of children. They work with a range of professionals and closely with parents to ensure children's needs are understood and well met. Compulsory Childcare Register requirements This setting has met the requirements of the compulsory part of the Childcare Register. How we check if a provider meets the requirements of the Compulsory Childcare Register When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes: Met Not met Voluntary Childcare Register requirements This setting has met the requirements of the voluntary part of Childcare Register. How we check if a provider meets the requirements of the Voluntary Childcare Register When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes: Met Not met What it's like to be a child at this setting Children settle quickly and show they feel happy, contented and secure. They are welcomed each morning by friendly staff who greet everyone with a warm smile. Children appear excited to see familiar staff and return the enthusiastic welcome with a cheery hello or 'high- five' greeting. There is an atmosphere of energy and enthusiasm among staff and children at the beginning of the day as they anticipate a fun day ahead. Children show an impressive sense of belonging and they enjoy their time spent in this stimulating nursery. Inspector: Michelle Latchford About this setting Unique reference number (URN): 304975 Address: Benison Nursery Care Rake Lane, Eccleston Chester Children experience exciting activities, and they enthusiastically join in. For example, they create large-scale chalk drawings on the garden path, practising their writing skills. When faced with difficult tasks, children are resilient. They solve problems and work together with peers to transport water from the tap to the water tray. This requires impressive problem- solving skills and cooperation to succeed, which are personal characteristics that the children demonstrate as they successfully move water across the garden. Children receive plenty of affection from staff and the role of the key worker is effective. Staff know children well and are often seen working closely with their key children to reinforce these positive relationships. Children check that familiar adults are nearby before continuing to play, demonstrating they gain great emotional reassurance from these positive relationships. This is a happy and fun nursery where all children progress well. Next steps Leaders should develop staff's skills and knowledge to ensure staff have more confidence and ability to plan activities with clear learning intent to focus teaching with greater precision. Leaders should strengthen staff's interactions when young children play independently to extend children's focus and engagement even more. About this inspection The inspector spoke with leaders, staff and children 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. Cheshire CH4 9JN Type: Childcare on non-domestic premises Registration date: 02/10/1987 Registered person: Benison (Nursery School) Limited Register(s): EYR, CCR, VCR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00 Local authority: Cheshire West and Chester Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 11 August 2026 Children numbers Age range of children at the time of inspection 0 to 4 Total number of places 97 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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