Jigsaw Day Nursery

Jigsaw Day Nursery
Unique reference number (URN): EY401292
Address: Jigsaw Day Nursery, 2 Beechwood Road, Cressington, LIVERPOOL, L19 3RU
Type: Childcare on non-domestic premises
Registered with Ofsted: 30/11/2009
Registers: EYR
Registered person: P & EP Moss Ltd T/A Jigsaw Day Nursery
Inspection report: 2 September 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.

Expected standard
Achievement Expected standard
All children make progress from their starting points, including those with identified barriers
to their learning. The youngest children and babies build warm bonds with their key people
that help them to feel secure. This supports their confidence and enables them to explore
the environment and develop wider skills. Babies benefit from spending times of the day
with older children, such as lunchtimes, where the children eat together. This supports
children to become familiar with the wider team, children and setting, preparing them for
when they transition through the nursery.
Children are suitably prepared for their next stages in learning. For example, older children
demonstrate growing independence and self-help skills, such as when putting on their own
coats, taking off their shoes and scooping extra food at lunchtime. They are confident
communicators, who are able to engage well with practitioners and visitors.
Behaviour, attitudes and establishing routines Expected standard
Practitioners are positive role models for children, talking to and treating one another with
respect. They recognise the importance of key-person bonds in supporting children's
relationships. This secure base supports children to form positive bonds with one another.
As a result, children collaborate and seek each other out to play games together.
Practitioners use specific praise with children, which effectively reinforces their positive
behaviour. For example, practitioners praise children when they show care and
consideration for animals in the garden. A child moves a ladybird away from other insects,
and practitioners sensitively introduce the word 'protect' and call the child 'kind'. This
enables children to understand which behaviours to repeat.
Leaders promote the importance of regular attendance. Leaders ensure that practitioners
understand the setting's procedure around non-attendance and follow this up in a timely
manner. This keeps children safe and supports their preparation for school.
Children understand the routine of the setting well and know what is expected of them. For
example, they know where to line up and patiently wait to get their coats on, in preparation
for going outside.
Children's welfare and wellbeing Expected standard
Leaders have created a safe, warm environment in which children play with their friends in
small groups. Leaders ensure that practitioners are deployed well, which enables them to
quickly intervene when children become upset and offer them reassurance. Leaders
recognise the importance of consistency for children to help them build up trusting, secure
relationships. This helps children form close bonds with their key workers. Typically, key
workers are well in tune with the feelings of their key children. They ensure that they are on
hand to support them and plan experiences that appeal to their interests. This helps children
to feel secure and settled. Practitioners use stories to introduce language around feelings

and emotions. This supports children to understand and articulate their own feelings, and
the feelings of others.
Leaders ensure that children have daily access to the outdoor space. They enjoy exploring
nature, such as by exploring insects or making concoctions in the mud kitchen. Children
engage in physical exercise, such as running and balancing on crates. Typically,
practitioners support and teach children to keep themselves healthy and make healthy
choices. However, children are not consistently given an explanation as to why certain
choices are healthy ones. This does not prepare children with the knowledge to enable them
to make healthy choices of their own.
Curriculum and teaching Expected standard
Leaders have designed a curriculum that is broad and varied, with clear expectations for
what they want babies and children to learn. Practitioners use assessments well to ensure
that children's next steps in learning are accurate. This supports all children to make
progress in their development. Practitioners working with babies focus on building strong
relationships with their key children, to support children's personal, social and emotional
development and enable them to feel secure in the setting. This is supportive of wider
learning and development.
The team promotes a love of books, and the children have recently been reading 'The Three
Little Pigs'. Practitioners consider opportunities for children to recall stories across a range
of activities. As a result, children choose to look at books independently, or ask practitioners
to read to them in the outdoor library. Children are familiar with the way stories are
structured, making up their own fairy tale together. Leaders ensure that there is a clear focus
on children's communication and language. Practitioners introduce new vocabulary in
meaningful contexts for children to understand, such as 'invisible'. As a result, children are
confident communicators and are able to explain their thinking, for example, 'The pig is sad
because the wolf is going to eat him.'
Practitioners ensure that early mathematics is taught explicitly. Children enjoy playing
games such as 'What time is it, Mister Wolf?', which promotes their enjoyment of number.
Children are typically given opportunities to develop mathematical concepts throughout the
routine. However, practitioners do not consistently recognise opportunities to promote
further learning and development. For example, while some staff count as children scoop
their lunch or use positional language, such as 'behind', when children queue up, this is not
consistent across the whole team.
Inclusion Expected standard
Leaders are reflective in their approach to inclusion. For example, they recently updated
processes for gathering children's development information upon starting nursery, to gain a
clearer understanding of this. Following children joining the nursery, practitioners use
assessments of children, including of their speech and language development, to enable
them to identify where progress is not typical and further support is needed. Assessment
information is promptly shared with children's parents and carers, to ensure a joined-up
approach and that children are receiving the same consistent messages. Leaders also
reflect on the ways in which any additional funding is spent to make sure that it is supportive

of children making progress. This approach ensures that all children make progress from
their starting points.
Leaders recognise where children may face barriers in their learning. They work
collaboratively with parents, sensitively offering advice and support to ensure that all
children reach their full potential. Leaders have a thorough understanding of services
available locally for children with special educational needs and/or disabilities, and use the
advice from different agencies to support their practice with children and their families. As a
result, parents feel supported to continue their children's learning at home.
Practitioners typically make a positive difference to the experiences of children who face
barriers to their learning. However, the youngest children do not always have their attention
sustained at times when children join together. While leaders do often intervene, not all
practitioners recognise how to adapt their practice to consistently ensure that teaching and
interactions are supportive of children's changing needs.
Leadership and governance Expected standard
There have been recent changes to the leadership team. Leaders understand the context of
their setting well. They have clear action plans in place for areas of development, and
prioritise effectively. They always hold children at the centre of their decision-making. For
example, leaders have changed their systems for gathering baseline information when
children start. As a result, leaders can more accurately identify where progress has been
made and where more support is needed. This ensures swift intervention for children and
ensures that any gaps in development do not widen.
Leaders have increased security at the setting. As a result, parents report that they feel
relaxed and happy, knowing that their children are safe while at the setting. Leaders
recognise the importance of working in partnership with parents for the best outcomes for
children. Leaders sensitively offer advice and feedback to ensure parents know how they
can continue their children's learning at home. Leaders also recognise where additional
support may be needed, liaising with external agencies and assisting parents with referrals
where required. This ensures a joined-up approach for children, and parents report that they
feel well supported by leaders.
Leaders have worked hard to ensure a warm, open culture, where the team feels valued
and appreciated. This is supportive of the team's wellbeing. While leaders provide the team
with ongoing feedback, professional development planning for practitioners is in its early
stages. Leaders recognise that there is scope to provide practitioners with further coaching
and support, to ensure consistently high-quality teaching and interactions.

What it's like to be a child at this setting
Children are recognised as individuals and encouraged to flourish at this setting. They come
in happily to this safe and welcoming space that leaders have created. Children confidently
explore both the indoor and outdoor environments. They have warm bonds with their key
workers, which enables them to be able to express their needs and interests. For example,
children will confidently ask staff to read to them in the outdoor library or play another game
of 'What time is it, Mister Wolf?'. Outside, children practise varying physical skills, such as by
stirring concoctions in the mud kitchen, balancing on crates or running around, negotiating
space. They interact with nature, such as with a ladybird, which one child puts in a safe
place. Practitioners recognise this and use specific praise and introduce words such as
'protect'. This encourages children to repeat these positive behaviours. Because of these
efforts, children understand the behavioural expectations of the setting and exhibit positive
behaviour.
All children, including those with identified barriers to their learning, make progress from
their starting points. Typically, children are able to concentrate well in small groups. They
show positive attitudes to their learning, contributing at group time and offering ideas when
engaging in activities. These listening and attention skills support children in preparation for
later learning at school. Children also show growing independence skills, as they put their
own coats on, take their shoes off and wash their hands. This supports children to keep
themselves healthy and manage these needs for themselves. Children's families are
recognised and valued as partners in their learning and development. The importance of
attendance is promoted with families. This means that children benefit from consistent
messages and a joined-up approach to their learning and development.
Next steps
Leaders should continue to provide staff with ongoing support and coaching to build on
their knowledge and skills, to ensure that highly effective teaching and interactions with
children are embedded.
Leaders should ensure that the curriculum is of a consistently high quality, including
during care routines and mealtimes.
About this inspection
The inspector spoke with senior leaders, the special educational needs coordinator,
practitioners, children, the designated safeguarding lead 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

Inspector:
Katie Fowler
About this setting
Unique reference number (URN): EY401292
Address:
Jigsaw Day Nursery
2 Beechwood Road, Cressington
LIVERPOOL
L19 3RU
Type: Childcare on non-domestic premises
Registration date: 30/11/2009
Registered person: P & EP Moss Ltd T/A Jigsaw Day Nursery
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 2 September 2026
Children numbers
Age range of children at the time of inspection
1 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.

Total number of places
35
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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