URN 2764221 · Inspected 2026-03-26 · Published 2026-05-27 · Inspector: Kate Bate
Little Dragonfly Nursery Unique reference number (URN): 2764221 Address: Woolton Conservative Club, Belle Vale Road, Liverpool, L25 2PY Type: Childcare on non-domestic premises Registered with Ofsted: 01/12/2023 Registers: EYR Registered person: Woolford House Ltd Inspection report: 26 March 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 Inclusion Strong standard Leaders and staff identify children's individual needs quickly. They work closely with parents and make swift referrals to external health and educational agencies. Staff receive specific advice and regular training from other professionals. This means staff provide children with high levels of targeted support. Leaders and staff use assessment tools to monitor and track children's progress effectively, including those who may face barriers to their learning. Leaders rigorously review the support they give and assess the impact of any adaptations made. For example, children with special educational needs and/or disabilities (SEND) receive skilful support from additional members of staff. Leaders and staff support families extremely well. They signpost parents to training opportunities and local community schemes for extra support or advice. Leaders and staff meet regularly with parents of children with SEND and support their learning at home. For instance, leaders create home learning packs that are targeted precisely to children's next steps in learning. This ensures consistency and helps to promote a shared approach to children's learning. Leaders have considered how they can use additional funding to ensure gaps in children's learning and development close quickly, such as providing targeted training for staff. Leaders use early years pupil premium funding wisely to provide experiences that children may not receive at home. For example, leaders organise visits to local theatres and have created a sensory room. This helps to broaden children's experiences and supports their knowledge and understanding of the world. Achievement Expected standard Children typically achieve well. They develop their language and social skills. Children who face barriers to their learning and/or wellbeing or those with special educational needs and/or disabilities reach their potential. They make consistently effective progress. For example, children benefit from customised resources to engage them in their learning. All children make positive progress from their starting points. Children are given opportunities to develop their independence skills. Babies feed themselves and young children pour their own drinks. Older children put on their coats and learn to recognise their name. Children work well with others and learn to communicate what they want. For example, young children are encouraged gently to use their words when asking for a book. Older children talk together as they share bricks and toys. This helps children to grow in confidence and to be well prepared for school. Behaviour, attitudes and establishing routines Expected standard Leaders understand the importance of promoting children's attendance. They work closely with families and adapt session times to make them more accessible for children with special educational needs and/or disabilities (SEND). This enables all children, including those who face barriers to their learning and/or wellbeing, to feel included and form positive attitudes to learning. Leaders and staff have formed lovely bonds with the children. They act as positive role models for the children and encourage them to be kind and respectful and to share. Overall, children behave well. Staff give children age-appropriate guidance to remind them of the expectations for their behaviour. Leaders have ensured that all staff understand how to make adaptations for children with SEND, and staff work together well to provide a positive environment for all children. Generally, daily routines are embedded well. Younger children sit patiently on chairs and wait for their food. They pour their own drinks and choose their melon from the plate. Older children tidy toys away quickly and listen well to a familiar story, joining in with repeated refrains. This helps children develop independence and establish a sense of belonging. However, daily routines are not always well planned and supported when different age groups are together, such as at breakfast time. Children's welfare and wellbeing Expected standard Leaders create an inclusive environment where all children feel valued and loved. They recognise children's individual needs swiftly and work with parents to make referrals to experts. This helps to ensure that all children's needs are met, including those with special educational needs and/or disabilities and those who may face barriers to their learning. Children form secure relationships with staff, which helps foster a sense of belonging. Babies cuddle their key worker and older children run towards adults for a hug. Staff give children opportunities to talk about their feelings in an age-appropriate way. They use stories and rhymes to help children understand how to regulate their emotions. This helps children develop a sense of emotional wellbeing. Consequently, children typically settle well. Children develop their physical skills and are supported to take risks in a safe way. Children climb outside and dig in the sand. They carefully climb steps and babies pull themselves up unaided. Children play together with staff and talk about how different kinds of fruit and vegetables make them big and strong. This helps children learn how to be healthy and safe. Staff follow safe sleep practices to keep babies and children safe. However, there are some inconsistencies in mealtime routines, which means children's wellbeing is not yet fully supported throughout the day. Curriculum and teaching Expected standard Staff typically interact with children and babies well. For example, staff introduce new words such as 'avocado' and 'leeks' to support older children's developing vocabulary during play. Staff working with young children and babies create positive two-way interactions. Young children talk about their interests and babies are encouraged to babble. This helps children develop their language and social skills. Staff adapt the curriculum to meet the needs of children with special educational needs and/or disabilities extremely well. Staff put play plans in place for these children and use strategies such as focused interactions and objects of reference. This helps develop children's understanding and communication skills. There is a strong focus on personal, social and emotional development, which means children feel safe and secure. Staff provide daily opportunities for children to develop their physical skills, and children learn how to balance, swing, dig and climb outside. Leaders have worked hard to develop a progressive curriculum with staff that covers all areas of learning. In the main, the curriculum is understood and implemented effectively to build on what children already know and can do. Staff regularly check children's progress, and this information is generally used well to create age-related next steps. However, leaders recognise that some staff would benefit from further support to consistently embed the curriculum within each room, although plans have not yet been put in place to address this. Leadership and governance Expected standard Leaders have a good understanding of the nursery's strengths and have identified areas for improvement. Since the previous inspection, the new leadership team has worked hard with staff to develop an inclusive and progressive curriculum, drawing on expert help and advice. It covers all areas of learning and builds on what children already know and can do. However, this is still at an early stage. This means the impact is not yet embedded across all rooms, although children with special educational needs and/or disabilities (SEND) make consistent progress from their starting points. Leaders prioritise wellbeing and targeted training for all their staff. Leaders talk about the positive impact previous training has had on staff performance. This includes training on interacting with children, communication and language and identifying and supporting children with SEND. Leaders have identified mathematics as an area for improvement and have put things in place to support this. Leaders make decisions that are in the best interests of all children, including those most disadvantaged and those who may face barriers to their learning. For example, leaders spend additional funding on an extra member of staff and on providing a sensory room. Leaders ensure the safety of their children. They follow safer recruitment practices, and risk assessments are suitable. Staff speak highly about the support they receive from leaders. They feel included in the decisions made and value the opportunity to develop new skills. What it's like to be a child at this setting Children are welcomed warmly at this friendly and inclusive setting. Staff greet children with a reassuring hug and children run to play with their friends. Due to the gentle and caring staff, children settle well. Children generally behave well. They listen to stories about feelings and staff talk about rules and boundaries with the children. This helps children to learn to manage their emotions and behaviour. Therefore, children feel safe and know what is expected of them. Children with special educational needs and/or disabilities (SEND) and those who may face barriers to their learning are identified swiftly. Staff work effectively with experts and their families to support their learning. Children with SEND are included in all aspects of nursery life. This is a strength of the nursery. Consequently, children make sound progress from their starting points. This helps all children to feel valued, included and loved. Leaders prioritise staff development and attendance. Children are prepared well for school as they say the initial sound of their name and listen to longer stories well. This helps children to develop independence and confidence. Leaders and staff have formed effective partnerships with families. They keep parents informed of children's progress, help them to access courses and give advice. Parents are extremely complimentary of the nursery and appreciate the communication between nursery and home. They say staff are approachable and nurturing and their children thrive here. Staff understand their key children well. They typically identify age-appropriate next steps in learning. Staff design learning experiences to suit children's individual needs and interests. For example, reluctant speakers say 'mud' and 'dad' as they splash their favourite pig toys in muddy water. Nonverbal children with SEND are given opportunities to regulate their emotions on the circular swing. All children enjoy daily access to the outside area where they can jump, climb, dig and play with their friends. This helps to develop their physical and social skills. Next steps Leaders should support all staff to ensure the curriculum is consistently embedded across all rooms. Leaders should fully consider the daily routines and staff deployment when toddlers and pre-school children are together, to ensure children always understand what is expected of them. About this inspection The inspector spoke with leaders, practitioners, the special educational needs coordinator, parents and children during the inspection. Inspector: Kate Bate About this setting Unique reference number (URN): 2764221 Address: Woolton Conservative Club Belle Vale Road Liverpool L25 2PY Type: Childcare on non-domestic premises Registration date: 01/12/2023 Registered person: Woolford House Ltd 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 26 March 2026 Children numbers Age range of children at the time of 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. 1 to 4 Total number of places 40 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. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk. You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk. 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