Honey Pot Nursery (Garston)

Honey Pot Nursery (Garston)
Unique reference number (URN): EY548381
Address: St Francis Club, Earp Street, Liverpool, L19 1RT
Type: Childcare on non-domestic premises
Registered with Ofsted: 28/07/2017
Registers: EYR, CCR, VCR
Registered person: Honey Pot Nursery (Garston) Ltd
Inspection report: 10 December 2025
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
Staff establish calm, consistent routines that support children's emotional security and
readiness to learn. They are responsive to children's individual care needs, adapting
routines so that children can transition smoothly between activities. For example, they use
gentle praise to reinforce positive behaviour, helping children to feel proud and confident.
They explicitly teach children how to wait and self-regulate their own behaviour. Children are
inquisitive, confident and happy learners. They are keen to persevere with tasks until they
get it right and jump with glee when they learn new skills.
Children form strong friendships. They care greatly for one another and have respectful
relationships with everyone. Every opportunity is taken for the children to explore the impact
of their behaviour on themselves and others. Children's behaviour is exemplary.
Staff work closely with families to ensure consistent approaches between home and nursery.
Disadvantaged children, those with special educational needs and/or disabilities and those
who may face other barriers to their learning and/or wellbeing show high levels of self-
awareness and a real desire to focus on their learning. Leaders and staff monitor
attendance carefully. They work with parents when their children struggle to attend the
nursery to ensure that they have the support they need for children to benefit from daily
routines and learning.
Children's welfare and wellbeing Strong standard
Staff prioritise children's welfare and wellbeing, ensuring that they form secure relationships
from the start. The key-person system helps staff to get to know each child, enabling them to
offer warm reassurance and timely support. Staff guide and assist to develop children's
independence. For example, they help children to wash their hands on their own and teach
oral health and tooth brushing.
All children, including disadvantaged children, children with special educational needs
and/or disabilities (SEND) and those with barriers to learning and/or wellbeing thrive at the
nursery. Care practices take into account the personal needs of children of all ages,
including those with SEND. Older children explain the importance of making healthy choices
about food and drink. As a result, all children embed healthy habits and can confidently
explain the importance of nutritious food, drink and exercise.
Leaders and staff make purposeful use of the local community. They are committed to the
wider development of children's wellbeing and personal safety. Babies, toddlers and older
children have daily opportunities in the outdoor space to develop balance, core strength and
gross motor skills. Staff are supporting children to strengthen their bodies and promote their
physical wellbeing.

Inclusion Strong standard
Leaders create a deeply inclusive culture where every child is valued and understood as a
unique individual. Leaders consistently ensure that any barriers children face are quickly
and effectively addressed, so that any gaps in learning or development are swiftly identified.
Staff record information electronically in profiles that document children's progress and
provide a full overview of children's learning journey. These profiles include detailed
information about interventions, access to multi-agency support and document referrals.
Leaders work closely with parents and external professionals. Advice from the local
authority, speech and language therapists and paediatric teams shapes daily practice. Early
years pupil premium funding is used thoughtfully to support children's next steps. Leaders
reduce barriers effectively using tailored support for all children. This ensures that children
with special educational needs and/or disabilities and those who face disadvantage can
access the same learning as their peers and take part with confidence.
Staff follow the graduated approach rigorously. They review plans often and adjust support,
helping children to progress in their development and at times of transition. Parents praise
the progress that their children make and comment on how staff and children at the nursery
recognise and value each other's differences.
Leadership and governance Strong standard
Leaders and governors share a vision of providing high-quality, nurturing, inclusive
education for the community they serve. Leaders know families well and make thoughtful
decisions that improve children's daily experiences, particularly for children with special
educational needs and/or disabilities and those who have faced disadvantage. The
appointment of new leaders since the last inspection has strengthened their capacity to
deliver high standards and effective parent partnerships. They recognise that they need to
continue to support staff so that high-quality interactions with children are consistent across
the nursery.
Professional development is purposeful and ongoing. Leaders ensure that staff engage in
professional development that builds their expertise. Leaders share current research and
benefit greatly from established partnership work with external agencies. Leaders value their
staff's wellbeing. Staff are proud to work at the nursery and feel very well supported with
their wellbeing and managing their workload. As a result, morale is high and everyone is
focused on children's development and providing an environment in which they can flourish.
Parents are delighted by the work of the nursery and say that leaders have gone 'above and
beyond' to ensure the right provision and support for their children. Parents praise leaders
for the support they receive for their children's home learning.

Expected standard
Achievement Expected standard
Typically, children achieve well from their starting points. Gaps in all children's learning are
closing, particularly for children with special educational needs and/or disabilities and those
who may face other barriers to their learning and/or wellbeing. All children gain skills that will
prepare them for their move on to school. They develop large motor skills effectively,
building their strength and coordination in the outdoor environment. They can use tools to
plant seeds and make marks in writing areas. Older children show that they are developing
these skills with increasing independence and control.
Generally, children learn to express themselves and develop their communication and
language well. They develop their listening and attention skills effectively. Children relish
learning to count during play. In reading areas, they clap and join in with the actions as they
sing and listen to stories. Children develop their conversation skills, chatting with friends and
their key persons.
Curriculum and teaching Expected standard
Leaders have designed an ambitious curriculum that effectively supports the foundations for
children's learning and progress. Leaders and staff use observations to check what children
know and can do. Staff have a focus on children's communication and language
development, including their mathematical knowledge. For example, during a counting
activity, young children select boxes and sensory resources to sort and explore. Staff
introduce mathematical vocabulary, such as 'more' and 'less'. They encourage turn taking
and support all children to take part.
Leaders structure learning around developmental milestones and act promptly when gaps in
learning appear, ensuring that all children make progress. The inclusive curriculum gives
children the knowledge and skills they need for their next stage of development. Overall,
staff teach with purpose and ensure that children understand routines and develop their
physical skills. On occasion, when children show curiosity, particularly when exploring their
own play, staff do not provide high-quality interactions to fully extend children's learning.
Staff plan experiences that support children's personal, social and emotional development,
helping children to form positive relationships, manage their feelings and develop
confidence. Mealtimes are used as a routine opportunity for children to practise self-care
skills and talk with others about their interests and feelings.

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
The dedicated, passionate staff team successfully creates a secure, inclusive and nurturing
nursery where children thrive. Children greatly enjoy attending the nursery and benefit
greatly from the individual attention they receive. Leaders and staff have extremely high
expectations of what children can achieve. All children, including those with special
educational needs and/or disabilities and those who may face other barriers to their learning
and/or wellbeing, benefit from effective partnership working with a wide range of early years
professionals. They access an array of rich experiences, which ignite their individual

Inspector:
Sandra Hamilton
About this setting
Unique reference number (URN): EY548381
curiosity and interest. As such, children quickly immerse themselves in play, progress well
and confidently seek out others to share their learning experiences. Children develop highly
positive attitudes towards their learning and demonstrate great determination in everything
they do.
Staff prioritise building children's communication skills and warm, respectful interactions.
Children's enjoyment of reading and storytelling is a prominent feature of the nursery. All
children's wellbeing, life experiences and home routines are thoughtfully considered. Those
children who require early intervention and additional support are swiftly identified.
Children's individual needs are at the heart of all decision-making. As a result, all children
become engrossed in a wide variety of different learning projects that deepen their
knowledge of the world and foster their language, mathematical and physical skills.
Children are extremely caring towards each other and the environment. Behaviour is
exemplary. Children independently share their ideas about healthy lifestyles and are highly
aware of how to keep safe. Parents say the in-depth settling-in process and constant
support during transitions keep them informed and involved at every stage of their child's
journey through the nursery and on to school. Leaders promote regular attendance, so
children benefit from consistent routines that support their wellbeing.
Next steps
Leaders should continue to support staff to embed high-quality interactions that fully
extend children's learning.
About this inspection
The inspector spoke with the nominated individual, manager, area managers, the special
educational needs coordinator, practitioners, parents 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.

Address:
St Francis Club
Earp Street
Liverpool
L19 1RT
Type: Childcare on non-domestic premises
Registration date: 28/07/2017
Registered person: Honey Pot Nursery (Garston) Ltd
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 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 10 December 2025
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
79
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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