Little Foxes Maghull LTD

Little Foxes Maghull LTD
Unique reference number (URN): 2749799
Address: 57 Foxhouse Lane, LIVERPOOL, L31 3EW
Type: Childcare on non-domestic premises
Registered with Ofsted: 01/09/2023
Registers: EYR
Registered person: Little Foxes Maghull Limited
Inspection report: 26 February 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
Achievement Strong standard
Children make rapid progress from their starting points. Babies move from single words to
simple phrases. Older children speak confidently in group discussions and use increasingly
precise vocabulary to explain their ideas. Communication and language develop quickly
across all age groups. Furthermore, children apply mathematical understanding
independently. They use shape names accurately and demonstrate secure understanding of
number in familiar contexts. Knowledge is retained and applied during play and discussion,
showing that learning is secure.
Children with special educational needs and/or disabilities achieve well. Support is
responsive and ensures they develop alongside other children within the setting. Children
who face barriers to learning show growing confidence and competence across the areas of
learning. Consequently, children demonstrate the knowledge, confidence and language
skills needed to succeed at their next stage, including school and future learning
experiences.
Behaviour, attitudes and establishing routines Strong standard
Leaders have established a calm and purposeful environment where expectations for
behaviour are clear and consistently applied. Children understand daily routines and
respond positively to time reminders about what is happening next. For example, before
lunch staff ask, 'What do we need to do first?', and children sing 'wash hands' and move to
the sink independently. Consequently, transitions are smooth and children manage routines
confidently.
From the outset, children show positive attitudes to learning. Babies stay engaged in
activities such as gloop play and explore with interest. Furthermore, older children approach
group activities such as mindfulness with confidence. They invite visitors to join in and
explain what they need to do. Children remain focused and involved for sustained periods.
Children learn to manage minor disagreements appropriately. Staff use a calm 'watch and
wait' approach, providing clear explanations so children understand how their actions affect
others. Strategies are adapted to meet individual needs. As a result, children develop
empathy and take responsibility for their behaviour.
Attendance and punctuality are prioritised. Leaders work closely with families to establish
consistent routines, particularly as children prepare for school. Where needed, sessions are
increased gradually so children adjust to longer days. Children arrive settled and ready to
engage.
Children's welfare and wellbeing Strong standard
Leaders prioritise children's happiness and emotional security through their 'happiness
guarantee'. Parents report that staff adapt settling-in sessions to suit individual children. This

flexible approach helps children build secure attachments at their own pace. Key persons
respond sensitively to changes in mood. During play, staff support children to recognise
feelings by linking colours to emotions. Toddlers describe yellow as happy, like the sun. As a
result, children develop emotional awareness and feel safe to express themselves.
Children's health is promoted effectively. Mealtimes are organised and inclusive. Staff
manage dietary needs and allergies carefully. Older children recognise individual place mats
and understand that some foods are not safe for everyone. Furthermore, leaders promote
oral health by sharing information about local dentists and providing resources, such as
timers, to support toothbrushing at home. Consequently, children develop secure habits that
support their wellbeing in both the setting and at home.
Children explore similarities and differences through the 'book of the month' and wider
events. For example, stories about different family set-ups lead children to talk about how
families can look different. Events such as food bank day and global celebrations encourage
children to discuss how communities support one another. Children share their own
experiences and ask questions about what they notice. As a result, they develop a broader
understanding of the world around them and their place within it.
Curriculum and teaching Strong standard
The curriculum is structured carefully and builds on what children already know and can do.
In the baby room, staff develop early language through sensory play. They repeat and
extend vocabulary, for example modelling 'cornflour' as babies recall ingredients.
Furthermore, they encourage babies to link words during small-world play, introducing
phrases such as 'tractor ride' and giving time for children to respond. As a result, babies
begin to use new words with increasing confidence.
Staff support children's developing understanding of mathematics as they move through the
setting. Younger children explore number during focused play dough activities. For example,
they count their friends and the tools needed so everyone has one. Furthermore, positional
language is introduced through instruction, using words such as 'backwards' and 'reverse'.
Children develop a secure understanding of direction. Staff recognise when most-able
children require additional challenge. During block play, they introduce language such as
'triangle', 'isosceles' and 'right angle'. Children explain how shapes fit together. Staff adapt
questioning to extend understanding. Consequently, children deepen their mathematical
understanding.
Physical development is strengthened through extensive outdoor provision. Children move
confidently across uneven ground and between levels. They practise balancing, climbing
and changing direction as they play. Staff support safe movement while allowing children to
test their abilities. As a result, children become physically stronger and more coordinated.
Inclusion Strong standard
Leaders have established a strong, inclusive culture. Children's needs are identified early
through ongoing assessment, such as WellComm screening, the 2-year check and focused
observations. Leaders do not wait for formal diagnosis before acting. The graduated
approach is embedded in practice. Staff assess children's needs, plan targeted support,

implement strategies and review impact regularly. As a result, children receive timely support
and continue to access learning appropriately.
Staff make practical adaptations so children can take part in everyday learning. Visual
prompts and now-and-next boards help children understand routines. Structured small-
group work strengthens communication and turn-taking. Teaching is adjusted to match
individual needs, so children manage transitions and interactions more successfully.
Leaders work closely with external professionals. For example, they seek guidance from the
local authority special educational needs and/or disabilities team to refine strategies and
strengthen practice. In addition, families are involved throughout and understand how
support is delivered. Therefore, children approach new experiences with increasing
confidence.
Leaders monitor progress carefully and review support regularly. Adjustments are made in
response to what is working best. Additional funding is used thoughtfully to provide targeted
resources and experiences that strengthen communication and widen children's
understanding of the world. This reduces potential disadvantage and ensures support
remains effective over time.
Leadership and governance Strong standard
Leaders maintain clear oversight of the setting and focus on continual improvement. They
know what is working well and where refinement is needed, such as the development of
group times. Leaders use a structured review cycle and the 'Identify, Discuss, Solve'
approach to evaluate practice and agree next steps with staff. Funding is used purposefully
to extend experiences and support learning at home. Changes are checked carefully to
ensure they improve what children experience each day. As a result, children benefit from
consistent routines and a well-organised environment that supports their learning and
development.
Leaders invest in ongoing professional development within an established team. Training is
specifically targeted to identified priorities and the needs of children attending. New staff
complete a structured 'boot camp' induction before working independently. Weekly training
and focused workshops strengthen practice further. Individualised targets are agreed and
reviewed regularly to secure improvement. Supervision includes discussion of workload and
wellbeing. Staff report that workloads are manageable and that they feel well supported.
Consequently, children benefit from stable leadership, consistent practice and high-quality
education and care.

What it's like to be a child at this setting
Children arrive confidently and settle quickly because staff know them well. Mindfulness
sessions are embedded daily. Staff teach children to recognise feelings and regulate their
behaviour. Babies practise simple yoga poses, while older children follow precise
instructions and practise controlled breathing. These routines promote emotional security
and focus. Where children need additional support with communication or social
interactions, staff adapt teaching so they can participate fully. Leaders prioritise experiences
for children who may have fewer opportunities beyond the setting, helping to reduce
potential disadvantage.
Independence is embedded in daily routines. Babies are encouraged to feed themselves
before staff intervene. Younger children manage self-care with increasing confidence. Older
children help to set tables before serving their own food. Staff promote kindness and give
children time to resolve minor disagreements. Expectations are clear and consistent. As a
result, children understand routines and move confidently through the day.
Children experience a distinctive curriculum shaped by outdoor learning. Much of the day
takes place outside in all weathers, where learning is purposeful and well planned. Babies
explore natural materials and staff introduce simple colours such as green, linking them to
leaves. Older children engage in water play and predict whether objects will float or sink.
Staff introduce vocabulary such as 'heavy', 'light' and 'buoyant' and support children to use
these words in context. This strengthens resilience, physical development and enjoyment of
learning.
Families are valued partners. Leaders and staff share clear next steps and practical
guidance, so learning continues at home. 'Borrow bags', such as baking packs with
vocabulary prompts, reinforce communication and language development. Children feel
emotionally secure and included. They achieve well from their starting points and are
prepared for their next stage of learning.
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 all children.
About this inspection
The inspector spoke with the nominated individual, senior leaders, the nursery manager,
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

Inspector:
Kelly Little
About this setting
Unique reference number (URN): 2749799
Address:
57 Foxhouse Lane
LIVERPOOL
L31 3EW
Type: Childcare on non-domestic premises
Registration date: 01/09/2023
Registered person: Little Foxes Maghull Limited
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday : 07:30 - 06:30
Local authority: Sefton
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 26 February 2026
Children numbers
Age range of children at the time of inspection
1 to 4
Total number of places
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.

15
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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