Tillymints Nursery

Tillymints Nursery
Unique reference number (URN): 2768036
Address: 110 Warbreck Moor, Liverpool, L9 0HY
Type: Childcare on non-domestic premises
Registered with Ofsted: 31/01/2024
Registers: EYR
Registered person: Tillymints Nursery Limited
Inspection report: 1 April 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
Children who face barriers to their learning and/or wellbeing make progress, across all areas
of the curriculum. Gaps in all children's learning are closing swiftly, particularly for children
with special educational needs and/or disabilities. All children gain skills that will prepare
them for their move on to school. Children develop their social interactions and
communication skills. For example, children learn to play alongside their friends. Babies
babble happily with staff. This helps them to develop an understanding of back and forth
conversations. Older children develop independence as they attend to their own toileting
needs. Children learn to serve themselves at lunchtimes. They confidently use a range of
tools, such as tongs, to pick up food items.
Children, who want to bath the baby dolls, skilfully use a jug to transport water from the sink
and then pour it into the baby bath. These skills help children to follow their interests and
develop a 'can-do' attitude. Children build their confidence, resilience and self-esteem.
Babies practice their skills to develop co-ordination, they persevere at scooping up flour and
filling containers. Older children work together to negotiate bikes around obstacles in the
garden. Children encourage their friends, concentrate on tasks and are building the
foundation for future learning. Children excitedly explore inspired by the stimulating
environment, they are eager to play and learn.
Behaviour, attitudes and establishing routines Expected standard
Leaders and staff set high expectations for rules and boundaries. Children know what is
expected of them and follow instructions. For example, younger children are encouraged to
tidy up so that it is a safe space for them to move around. This helps children stay safe while
playing. Children develop a sense of responsibility as they have specific roles to complete,
such as serving their own food and pouring drinks.
Children with special educational needs and/or disabilities follow instructions well from their
key person. Staff adapt routines to meet the needs of all the children who attend. Leaders
and staff understand the importance of children's attendance at the nursery. They support
parents to implement strategies to support children's behaviour at home. This helps children
and families embed good routines.
Staff praise children regularly, and children beam with delight. Children use their manners,
saying please and thank you to their peers and staff at the setting. Children bask in the
praise and are heard giving other children compliments and encouragement. Children enjoy
regular trips to the local community as part of their daily routine. They recall what they do
and see while they are there and talk about important events in the local area.
Children's welfare and wellbeing Expected standard
Leaders and staff provide a home-from-home atmosphere where children are eager to learn.
Staff support children to recognise and express their emotions, offering reassurance and

guidance to help them manage feelings. For example, staff support children to use visual
aids in order to communicate their needs effectively. These opportunities help children to
develop their communication skills and support them to self-regulate. Secure and nurturing
relationships between key persons and children form the foundation of the setting's
approach. Babies and children show high levels of trust and comfort. They seek
reassurance and guidance from familiar adults. For example, children cuddle their key
person as they enjoy stories together. These secure attachments help children to settle
quickly and promote their emotional wellbeing.
Children develop their knowledge of healthy lifestyles through daily routines. Continuous
access to outdoor learning enables children to explore the natural environment, develop
their physical skills and exercise as they enjoy the fresh air. Staff also provide children with
healthy and nutritious meals that are enjoyed at meal times that support social interaction.
Sleeping, weaning and feeding are tailored to reflect each child's stage of development. This
helps children feel secure and promotes continuity between home and the setting. Staff
work closely with parents to understand individual preferences and care needs, enabling
them to adapt routines to support children effectively. Staff consistently teach children about
following hygiene routines, which promotes healthy habits for the future.
Curriculum and teaching Expected standard
Leaders have a clear ethos for the design of the curriculum, which comes from a holistic
understanding of each child. The planned curriculum has the breadth and depth to support
children in all areas of their development. Staff use their observations of children to assess
what children know and can do. This information is used to plan teaching and experiences
to help children make progress. Leaders ensure that through the implementation of
children's individual educational plans staff adapt and adjust their teaching. This ensures
that children with special educational needs and/or disabilities can fully benefit from all the
opportunities on offer. Staff understand the importance of helping children to develop secure
foundations before moving on to new skills.
The curriculum for communication and language is typically taught well. Staff teach with
purposefulness. For example, staff use single words, clearly pronounced as they engage
with babies' and young toddlers. Staff broaden children's communication and language skills
as they encourage children to use mathematical language relating to positions during play.
Children's personal, social and emotional development is given the utmost priority. For
example, staff support children to play alongside and interact with their peers from a young
age. Preschool children happily support their peers to develop new skills. They eagerly play
with one another and are forming supportive friendships. Some aspects of the curriculum
are not as well implemented. For example, children have an abundance of opportunities to
learn about the local community and what makes them unique. However, there are less
opportunities for children to develop an understanding and make sense of the diverse world
in which they live.
Inclusion Expected standard
Leaders have established an inclusive culture throughout the setting. Staff thoroughly
understand children's unique and individual needs. When children would benefit from

intensive support, leaders alter staff ratios to enable staff to offer targeted support and
reduce barriers to children's learning. Staff monitor children's progress and understand that
children require learning that builds on what they already know. This is achieved in planning
small and meaningful next steps. Staff eagerly celebrate all achievements as children make
desired progress from their starting points.
Staff use the knowledge gained from training to support children's learning. For instance,
they use images and signs to promote children's emerging communication needs. Leaders
understand how to use and monitor the impact of any additional funding to support children
to thrive. Leaders take the time to understand each family's unique needs and support them
well throughout their time at nursery and after they leave. Leaders work consistently well
with other professionals, seeking support to aid children's progress. The interventions that
staff provide while waiting for external support are targeted and individual. For instance,
strategies to promote children's understanding of how to regulate their own emotions, are
specific to children's individual needs. Interventions have the sharp focus needed to further
enhance the development of children with barriers to their learning.
Leadership and governance Expected standard
Leaders work with determination and passion as they reflect on practice and plan changes
to drive meaningful improvement across the setting. They demonstrate high expectations for
the quality of provision and are ambitious in their plans to enhance children's experiences.
Leaders are aware of some of the inconsistencies in teaching and practice and have
developed realistic plans to address these. This includes the provision of new professional
development opportunities as well as coaching from leaders as they spend time in the
rooms with staff and children. However, these strategies are not yet fully embedded and
staff do not always fully understand how to further raise the quality of teaching and
implement the curriculum consistently.
The nursery ethos is centred around each child as an individual and leaders are advocates
for all children, particularly those who face barriers to their learning. This high ambition for all
children is shared by the staff and they support parents effectively, using this approach.
Consideration is consistently given to reducing the workload of staff to allow them to fulfil
their roles effectively. For example, staff are allocated time for training, assessment and
planning. Leaders delegate tasks appropriately. This ensures that the management team
have the time and resources to focus on improvement. The result of this supportive
approach is that managers are present and visible with regards to modelling good practice.

What it's like to be a child at this setting
On arrival, children greet staff eagerly with bright smiles. Children and their families are
enthusiastically welcomed by adults who know them by name and completely understand
their individual needs. Laughter and conversations fill the air as children and parents share
their news with staff. Leaders ensure all children and their families feel safe and valued from
the very start. Parents regularly describe the support they receive as 'life-changing' for their
families. Children are at the heart of all decisions. Staff and leaders support families well, in
friendly chats they offer meaningful guidance, and reassurance. Leaders promote regular
attendance and punctuality to help children benefit from opportunities that support their
wellbeing and learning.
Staff thoughtfully consider and reduce barriers to children's learning and wellbeing. For
instance, by providing a calm and well-organised environment with clear routines and
consistent expectations. Children quickly feel valued and part of a secure and welcoming
group. Children understand the expectations adults have of them. All children explore the
calm environment confidently. Children demonstrate impeccable manners and help one
another with encouragement of 'you can do this' and shouts of 'well done'. Adults are
excellent role models they demonstrate respect and kindness. Children show high levels of
confidence.
Staff bring learning to life with meaningful activities. Children explore local parks, learn about
animals on trips to the farm, and enjoy journeys on buses and trains, gaining a sense of
adventure as they learn about the local community. Babies develop strong attachments as
they participate in joyful learning. Staff are nurturing in their approach. They create strong
relationships that help children develop confidence and resilience. Every child is fully
supported to make progress. Staff use assessment effectively to consider children's
individual starting points and plan learning based on what children already know and can do.
This prepares all children for the next stage in their learning journey.
Next steps
leaders should refine the arrangement for staff coaching and professional development to
help enhance the quality of teaching and curriculum delivery further
leaders should support children to develop an understanding of similarities and
differences between themselves and others.
About this inspection
The inspector spoke with the manager, deputy manager, special educational needs
coordinator, room leaders, practitioners, children and parents during the inspection.
A quality assurance visit by an additional inspector was carried out at this inspection.

Inspector:
Deborah Magee
About this setting
Unique reference number (URN): 2768036
Address:
110 Warbreck Moor
Liverpool
L9 0HY
Type: Childcare on non-domestic premises
Registration date: 31/01/2024
Registered person: Tillymints Nursery Limited
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 1 April 2026
Children numbers
Age range of children at the time of inspection
0 to 4
We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 of 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.

Total number of places
36
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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