Lisle Marsden Childcare Ltd

Lisle Marsden Childcare Ltd
Unique reference number (URN): EY441225
Address: Lansdowne Avenue, Grimsby, North East Lincolnshire, DN32 0DF
Type: Childcare on non-domestic premises
Registered with Ofsted: 02/05/2012
Registers: EYR, CCR, VCR
Registered person: Lisle Marsden Childcare LTD
Inspection report: 9 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
Achievement Strong standard
Children achieve well from their starting points. Gaps in all children's learning are closing,
and at times quickly, particularly for children with special educational needs and/or
disabilities (SEND). Children confidently leave their parents and settle with activities that
instantly engage and stimulate their desire to play. All children have strong communication
skills. They show high levels of listening and attention, and some children use sign language
to make their needs known. Children are motivated to explore the environment and choose
whether they play inside or outside. They have the confidence to try out new activities and
show a sense of achievement when they succeed. Older children demonstrate confidence in
their physical skills as they use pipettes to suck up water in the water tray. They show
dexterity as they thread beads onto shoe laces. Younger children show pride as they climb
the steps up the slide and manage to manoeuvre their legs over and slide down. Staff make
swift adjustments to the curriculum and environment where needed. As a result, all children,
including children with SEND, gain the skills they need to move on to the next stage of their
education.
Behaviour, attitudes and establishing routines Strong standard
Staff set consistently high expectations for behaviour and demonstrate positive attitudes at
all times. For example, when a book is left on the floor, staff guide children to think carefully
about where it belongs and encourage them to put it away responsibly. Positive choices are
continually reinforced, while gentle guidance and supportive questioning help children to
reflect on their actions. This approach supports children to show respect for each other and
the environment.
Children's behaviour is exemplary. The staff's approach, which is calm and loving, teaches
children how to behave by the example they set. Children learn how to manage their
emotions and demonstrate a high level of maturity for their age and stage of development.
Staff consistently promote good manners and kindness. Children show a high level of
respect to staff and each other. Staff support younger children to use 'kind hands' and
remind children to use 'indoor voices'. Children's voices are respected and staff involve them
in reviewing the rules and boundaries moving forward.
Children's welfare and wellbeing Strong standard
Children's wellbeing is promoted very well. All children flourish in this highly engaging,
family-focused nursery. Staff place children's wellbeing at the heart of their practice.
Children who are settling in receive calm, sensitive reassurance until they feel secure and
confident. This highly effective, nurturing approach has a significant impact on children's
emotional development and self-esteem. This enables them to engage enthusiastically and
independently in learning and make sustained progress in all areas of their development.
Children express that they love attending nursery and enjoy all the exciting activities on offer
each day, especially forest school.

Staff actively foster children's independence and problem-solving from a young age. They
encourage children to take on practical challenges, such as feeding themselves, pouring
drinks and managing simple tasks safely. Consequently, children grow in confidence and
capability as they develop essential knowledge and skills needed for later learning and life.
Staff provide comfort and reassurance, which allows children to rest and sleep when they
need to. They teach children the importance of adopting healthy lifestyles. Mealtimes are
social occasions where staff and children discuss what are healthy options and the need to
drink plenty of water throughout the day. Staff are aware of any food intolerances and
allergies and manage these sensitively at mealtimes.
Curriculum and teaching Strong standard
Highly effective leaders, alongside equally devoted and knowledgeable staff, demonstrate
true dedication to create an inspirational and ambitious curriculum, based on children's
interests, skills and knowledge. When children start at nursery, every detail of their lives is
factored into giving them the ambitious, tailored learning experiences they need to thrive
and succeed. Staff assess children's starting points to sequence their next steps in learning.
Children with special educational needs and/or disabilities are well supported as staff work
swiftly to identify any delays in children's development and learning and address these using
well-researched teaching strategies. This means all children make the progress of which
they are capable, and many make excellent progress.
Staff take time to ensure they know all children's needs, so they can immediately support
their physical skills, communication skills and emotional wellbeing. They play alongside
children to assess their skills, and they regularly speak with parents to establish new
routines. This means they quickly form strong bonds with children to provide what they need
at the right time. Staff provide excellent support for children's communication and language.
They use a variety of programmes and screening tools to assess children's needs
accurately. Staff foster a love of books from the earliest age. Storytelling is lively and
interactive, with staff skilfully using questions and expression to draw children in and keep
them engaged.
Inclusion Strong standard
There are extremely effective arrangements in place to support all children, including
children with special educational needs and/or disabilities. A bespoke programme is
delivered with the help of external professionals to ensure that the individual needs of all
children are identified and assessed. Leaders work extremely hard with families and outside
agencies to ensure that all children can access the ambitious curriculum they provide.
Support plans are regularly reviewed by staff to ensure that children are consistently making
progress. Additional funding is used to help support any adaptations and adjustments to the
nursery. For example, leaders and staff have created imaginative outside spaces for those
children who prefer to learn outside. Children access a sensory room where they can
explore and have the time that they need to manage their emotions and to work through any
frustrations or behaviour issues. Staff meticulously plan well-thought-out learning
opportunities and make adjustments to ensure that the nursery is inclusive and supports all
children, including disadvantaged children. Any additional funding is used by leaders to
provide optimum levels of teaching, such as through adaptations to the environment and

specific training for staff. Staff access a wide range of training and development
opportunities that enhance their skilled approaches to inclusivity, for example, training in
using sign language to communicate with all children effectively.
Leadership and governance Strong standard
Inspirational leadership drives excellence across the nursery. Leaders are relentless in their
pursuit of the very best outcomes for all children, including children with special educational
needs and/or disabilities. They share a clear, ambitious vision that is fully understood and
embraced by the highly skilled staff at the nursery. Leaders are passionate about giving
every child the best possible start in life, and this vision threads through every aspect of
practice.
Staff receive exceptional training and support from leaders. They feel valued and are highly
skilled. This has a significant impact, not only on their own wellbeing but equally on the
positive outcomes for all children and families. Partnerships with parents are excellent.
Families describe the nursery as their 'community'. They describe the staff as consistently
'going above and beyond' for their children. Parents truly value the support from regular
updates and home learning strategies they receive. This has a highly positive effect on
children's development and wellbeing.
Leaders use their detailed and perceptive analysis of the setting's strengths and areas for
improvement to ensure a culture of high expectations and secure the best education and
care for all children. They are enhancing innovative strategies that have a significant impact
on the outcomes and experiences of disadvantaged children.
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
Leaders and staff create an environment in which every child is expertly nurtured, including
children with special educational needs and/or disabilities. This enables all children to thrive
in their learning and development. Staff are positive role models and have high expectations
for children's punctuality, attendance and behaviour. Children's emotional needs, physical
development and communication skills take the highest priority in a well-implemented
curriculum. Children learn how to manage their emotions and demonstrate a high level of
maturity for their age and stage of development.
Qualified, experienced staff have high expectations for all children. Children demonstrate
that they are independent learners. They show that they are resilient, confident and self-
assured individuals who interact and play cooperatively with their peers. Staff skilfully
enhance and extend children's play, supporting their imagination, exploration and
communication skills. They build extremely strong bonds with the children. Staff are aware
that these bonds are key to successful relationships as children grow.
Children's natural curiosity is promoted as they take part in a wide range of hands-on
learning experiences indoors and outdoors. They are engrossed and stimulated in their play.
Children have great fun exploring outdoors, where they access an extensive range of
resources and activities. They engage in lots of nature-based learning opportunities during
forest school sessions. Children listen intently to instructions regarding how to stay safe.
They recall the rules they must abide by during these exciting sessions, such as the rules of
the fire circle. Children develop their social skills as they reflect on the activities they have
enjoyed while warming up with a drink of hot chocolate. Children are motivated to join in with
activities and demonstrate their perseverance in forest school activities. They freely explore
the natural forest school area and join in with bird watching and spotting fairies in the fairy

Inspector:
Rachael Barrett
About this setting
Unique reference number (URN): EY441225
Address:
Lansdowne Avenue
Grimsby
North East Lincolnshire
DN32 0DF
Type: Childcare on non-domestic premises
Registration date: 02/05/2012
Registered person: Lisle Marsden Childcare LTD
area. Staff skilfully deploy themselves so that children know they are there to support if they
need it.
Next steps
Leaders and those responsible for governance should sustain their work to ensure
continued improvement and high standards. They should focus on creating a
transformational impact on the outcomes and experiences of disadvantaged children,
those with special educational needs and/or disabilities, those who are known (or
previously known) to children's social care, and those who may face other barriers to their
learning and/or wellbeing.
About this inspection
The inspector spoke with the nominated individual, leaders, practitioners, the special
educational needs coordinator, children 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.

Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 18:00
Local authority: North East Lincolnshire
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 9 December 2025
Children numbers
Age range of children at the time of inspection
2 to 10
Total number of places
104
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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