Grace Neighbourhood Nursery

Inspection of Grace Neighbourhood Nursery Mulberry Park Childrens Centre, Boxgrove School, Boxgrove Road, London SE2 9JP

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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

Staff have warm relationships with children. They teach them to celebrate and share their own unique backgrounds and experiences. For example, staff plan opportunities to celebrate the role models that children have in their lives. This helps children to feel valued and happy. Staff teach children to have high aspirations. For example, they teach children about different jobs that all children can do. Children are excited to learn about different emergency workers. Staff teach children about personal responsibility and safety. Children learn about how to make good choices. This promotes children's positive behaviour.

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The provision is good

Staff and leaders have a strong understanding of how to support children with special educational needs and/or disabilities (SEND). They work with external partners and parents and carers to create personalised plans to support children's learning. Staff spend time with children on a one-to-one basis to focus on strategies that promote their learning. Children make good progress. Staff consider the needs of disadvantaged children in the nursery. They understand that some children have limited experiences. For example, staff plan opportunities for children to play outside and discover nature. They support children to develop a range of ambitious physical skills and explore new sensory activities. Staff skilfully link children's experiences to their individual interests. Children are inquisitive and excited learners.

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need to do better?

n Leaders and staff create a curriculum that considers children's interests. They adapt their planning to deepen children's understanding of their favourite topics. This allows children to extend their thinking and understanding of what they find interesting. Children remember what they have learned long term. They can recount their experiences and feel enthusiastic about learning. n Staff identify children with SEND. They work together to identify the knowledge and skills that groups of children need to learn. Staff work with expert partners to support the learning of children with SEND, where appropriate, such as those with complex medical needs. All children have full access to an education that meets their needs. n Staff have a strong understanding of the early years curriculum and what they want children to achieve. They build a curriculum that considers these skills. However, staff do not always identify the precise next steps of individual

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need to do better?

children's development and consider these in their planning. Approaches for sharing these targets with parents are not always consistent. As a result, opportunities for some children to reach the best outcomes are not consistent. n Staff support children's mathematical development well. For example, they teach children to solve problems and explore numbers in different ways. Children feel

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need to do better?

25 July 2025 excited to share what they know and can do. This helps children to develop their mathematical skills. n Staff skilfully teach children ambitious new language. They carefully select the vocabulary they want children to learn. For example, children excitedly describe changes to flour and water as they make play dough. Staff narrate what children are doing to give their experiences meaning. Children and babies develop high levels of understanding and fluency. n Staff support children's early literacy skills. They engage in regular shared reading activities. Staff give children opportunities to re-enact stories and develop key story language. This supports children's future literacy skills well. n Parent partnerships are strong. Parents of children with SEND say that staff help them work with professionals to support their children's learning. All parents report that staff help children to make progress and learn new skills. For

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need to do better?

example, parents say that children become sociable and develop communication skills at the nursery. n Leaders have a policy to ensure that children eat healthily at the nursery. They plan a varied menu which considers children's physical health. However, on occasion, staff do not consistently implement this policy. As a result, not all children understand the importance of a healthy diet and good physical well- being. n Leaders plan a variety of continuous professional development opportunities for staff. These are closely linked to the needs of children. For example, staff have recently undergone training to carry out small-group work with children, including training around early talk. This helps staff's teaching skills continue to develop over time.

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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 develop further how precise next steps are identified for individual children's development and shared to support children's learning n build on how consistent approaches to healthy eating are applied to all children to promote their understanding of good physical health and well-being.

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Setting details

Unique reference number EY303169 Local authority Greenwich Inspection number 10394803 Type of provision Childcare on non-domestic premises

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Registers

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

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inspection

Total number of places 50 Number of children on roll 41 Name of registered person Grace Education Limited

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reference number

Telephone number 0208 310 0040 Date of previous inspection 26 September 2019

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Information about this early years setting

Grace Neighbourhood Nursery registered in 2005 and is situated in Abbeywood, in the London Borough of Greenwich. The nursery provides government-funded childcare. It is open each weekday, from 7.30am to 6pm, for 50 weeks of the year. All staff hold appropriate early years qualifications, including 12 staff who hold qualifications at level 3 or above.

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Inspection activities

n The manager joined the inspector on a learning walk and talked to the inspector about the curriculum and what they want children to learn. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n Parents shared their views of the nursery with the inspector. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the nursery.

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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

25 July 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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