Greenfields Day Nursery

Inspection of Greenfields Day Nursery 139 Russell Road, Forest Fields, Nottingham, Nottinghamshire NG7 6GX

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

Children show that they feel safe and secure in the nursery. They understand routines that staff embed. For example, when younger children hear an alarm, they tell their peers to tidy away toys. When staff carry a particular soft toy, older children know to line up at a door that leads to another room for story time. When staff read children stories, they talk to children about the expectations for their behaviour. Children understand to look, sit still and listen to others. Children are excited to listen to stories. Staff ask them questions about the images they see on the pages, helping to develop children's thinking and communication skills.

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The provision is good

Children with special educational needs and/or disabilities are supported well. Other professionals are invited into the nursery to observe and interact with children. Staff identify and implement targets to meet children's individual needs. Additional funding that some children receive is used effectively. This includes providing additional staff to spend one-to-one time with children to support their learning. Children have opportunities to develop their maths skills. For instance, staff plan experiences for children to weigh and measure ingredients to make dough, supporting their understanding of quantity.

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need to do better?

n Staff implement a curriculum that focuses on supporting children's communication and language skills. For example, staff use simple words and gestures when they speak to younger children and those who speak English as an additional language. This contributes to children's understanding and speaking skills. Staff help older children to understand that some words have more than one meaning, such as ball. Children say that a ball could be a basketball and learn that it could also mean a party. n Children have plenty of opportunities to develop a love of books. Stories are embedded in the nursery as a way to support children's language and literacy skills. Children borrow books to take home for parents to read to them. n Staff maintain a safe environment and support children to do the same. For example, children are keen to help when staff ask them to clean tables before lunchtime and to use dust pans and brushes to sweep the floor. This contributes

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need to do better?

to giving children a sense of responsibility. n The management team supports staff to build on their professional development. For example, they provide in-house training that helps staff to build on their knowledge of how to support children's behaviour. Staff help children to understand the behaviours they want to see. n Children are supported to understand their feelings and emotions. For instance, if children are upset, staff take them into a quiet area and talk to them about how they are feeling. Children listen to stories about feelings and begin to

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need to do better?

3 March 2025 recognise different emotions, such as angry, happy and mad. n Staff know their key children well. They observe and assess children and identify what they need to learn next. However, this information is not shared fully across the staff team. At times, during children's self-chosen play, other staff do not recognise how best to help children to build on their individual learning. n Staff share information with parents about their children's development. They invite parents to share children's learning at home, such as if they look at books. Parents say that staff work closely with them to support their children's toileting needs. This partnership working helps to promote consistency for children's care and learning. n Children are keen to join activities staff plan for them. However, sometimes, staff do not include all children who show that they want to take part. Therefore, this stops some children from following their interests and experiencing the same

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need to do better?

learning opportunities as their peers. n Some of the changes the management team implemented after the COVID-19 pandemic are still in place. This includes the handover of children at the beginning and end of sessions. This takes place in a designated room. The management team recognises that the impact of this helps to promote children's well-being. For instance, children settle quicker when they arrive.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n share information between children's key person and other staff so that children's learning is supported more effectively during their self-chosen play n support staff to include all children who want to take part in planned activities to allow them to follow their interests.

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Setting details

Unique reference number 254614 Local authority Nottingham Inspection number 10372178 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care

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inspection

Total number of places 89 Number of children on roll 75 Name of registered person The Greenfields Centre Limited

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reference number

Telephone number 0115 8418441 Date of previous inspection 4 April 2019

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Information about this early years setting

Greenfields Day Nursery registered in 1993 and is situated in Nottingham. The nursery employs 12 members of childcare staff. Of whom, nine hold appropriate early years qualifications at level 3 and two with level 2. The nursery opens from Monday to Friday, all year round, except for two weeks in the summer and one week at Christmas. Sessions are from 8am until 6pm. The nursery provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The managers and the inspector completed a learning walk together of all areas of the nursery and discussed how staff implement the curriculum. n The inspector observed the quality of education during activities, indoors and outdoors, and assessed the impact this has on children's learning. n Children spoke to the inspector throughout the inspection. n The inspector spoke with staff at appropriate times throughout the inspection. n The inspector carried out a joint observation with one of the managers. n The inspector held a meeting with the management team. She reviewed relevant documentation and evidence of the suitability of staff working in the nursery. n Parents shared their views on the nursery with the inspector.

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Inspection activities

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.

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Inspection activities

3 March 2025 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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