Greenside Community Nursery

Greenside Community Nursery

Unique reference number (URN): EY547390 Address: Culverhouse Road, Luton, LU3 1PZ Type: Childcare on non-domestic premises Registered with Ofsted: 21/08/2017 Registers: EYR Registered person: Greenside Childcare Ltd

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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.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

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.

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Achievement Needs attention

Children are generally confident communicators, who engage well with adults to express their needs and communicate their ideas. They form cooperative and harmonious relationships with their peers and are respectful of boundaries in play. Staff provide opportunities for children to practise these skills during group discussions and role-play activities. However, not all children with special educational needs and/or disabilities are sufficiently prepared for their next stage of learning. The support children receive from the curriculum does not always focus on their specific needs, including the need to prioritise their language development. Furthermore, older children who are not yet able to navigate social situations independently, do not receive consistent support from their key person to develop these skills.

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Behaviour, attitudes and establishing routines Needs attention

Leaders and staff use age-appropriate strategies to help create a generally harmonious environment. Young children are learning to take turns and share in a kitchen role-play activity with staff on hand to role model these expected behaviours. Older children explore boundaries during daily group discussions that they refer to during play. For example, children remind one another that only 3 friends can use the soft-play area at any one time.

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Behaviour, attitudes and establishing routines Needs attention

Leaders do not consistently consider the specific needs of children with special educational needs and/or disabilities when considering the effective deployment of staff across the setting. Some children do not receive the consistent support they require from their skilled and knowledgeable key person. For example, key persons are not always available to help navigate conflict in play and establish appropriate behaviour expectations. This limits children's development and, at times, their actions can impact the learning of others.

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Behaviour, attitudes and establishing routines Needs attention

Strong partnerships mean that parents understand and follow the setting's expectations around punctuality and attendance. Leaders work with families to ensure children receive their full entitlement and understand the positive impact this will have on children's future learning.

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Children's welfare and wellbeing Needs attention

The care routines that leaders and staff organise across the nursery promote children's safety and wellbeing. Children enjoy safe and sociable mealtimes that consider their individual dietary requirements. Staff encourage them to explore the healthy choices of fruits and vegetables they eat and why drinking water is good for their bodies and teeth. Staff monitor sleeping children closely and mirror their experiences from home where appropriate. This helps to promote children's emotional wellbeing during these key routines.

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Children's welfare and wellbeing Needs attention

Older children are learning to recognise their emotions with staff incorporating discussions around feelings into activities. Babies, alongside their attentive staff, explore facial features and mimic happy and sad faces. Older children identify expressions in stories and drawings. Staff encourage them to explore why the characters may be feeling these emotions. However, leaders do not ensure that all children with special educational needs and /or disabilities have consistent support from staff who they respond well to and have a deep understanding of their needs. In some instances, children are supported by several different members of staff, who use varied strategies to support their emotions and behaviour. On occasion, this results in actions that can have a negative impact on their peers.

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Curriculum and teaching Needs attention

There is a strong curriculum in place to support the youngest children develop a firm foundation for their future learning. Babies demonstrate close attachments to staff, who support them in developing language skills and confidence through songs and interactive story sessions. This love of books extends to older children, who become absorbed in age- appropriate learning centred around their favourite story of 'Goldilocks and the Three Bears'. Staff encourage children to work as a team to build a house for the bears. Together they discuss mathematical concepts, such as size and shape, and explore the emotions the bears may feel finding a stranger in their house.

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Curriculum and teaching Needs attention

Leaders lack oversight of how the curriculum is implemented across the setting. This means the quality of teaching for children, specifically those with special educational needs and/or disabilities is variable. Inconsistent support from key persons means that some older children are unable to develop the social skills they will require for their next stage of learning. Although staff and leaders monitor children's progress closely, the next steps that they plan do not always focus on what children need to learn. For example, some assessments prioritise young children's fine motor skills over their speech and language development.

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Inclusion Needs attention

Leaders and staff communicate closely with parents of children with special educational needs and/or disabilities (SEND). This ensures staff have ongoing knowledge of children's changing experiences, and are able to adapt the support they provide. Relationships with other professionals support children's needs well. For example, staff complete additional medical training to better support the physical needs of children in the nursery. Leaders ensure that any additional funding is allocated appropriately and supports the specific needs of the intended children. For example, additional equipment is available to allow children continuous access to outdoor play opportunities.

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Inclusion Needs attention

Leaders do not always take decisive steps to reduce the barriers to learning of some children with SEND. Some teaching is not appropriate to children's learning needs. Furthermore, leaders do not consistently support staff to implement the considered strategies that on-site specialists introduce to promote children's development. Although children have close bonds with knowledgeable key persons, at times the deployment of these staff is not effective. This means that some children do not always benefit from precise teaching and supportive interactions that allow them to fully engage with their peers during sessions.

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Leadership and governance Needs attention

Leaders promote positive partnerships with parents across the whole setting. Parents comment on the support leaders and staff provide for children right from the start of their journey. They also appreciate the ongoing advice around the specific needs of their children, such as managing their behaviour.

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Leadership and governance Needs attention

Leaders lack oversight of the provision. They do not reflect sufficiently on the setting to identify areas where improvements are needed. This includes their evaluation of the curriculum and the implementation of the key-person system. As a result, the quality of teaching and support varies for children with special educational needs and/or disabilities. This hinders the progress some of these children make in their learning and development.

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Leadership and governance Needs attention

Although leaders conduct regular appraisals with staff to identify areas to improve practice and support staff wellbeing, they do not act swiftly on their findings. Recent strategies that leaders have introduced, such as the introduction of mentoring sessions, are not yet having an impact on practice. This means that the quality of teaching varies across areas of the nursery.

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What it's like to be a child at this setting

Children typically settle well in the nursery and enjoy the time they spend exploring their age-appropriate and safe learning environments. For example, babies immerse themselves in sensory activities with staff on hand for support. Older children perfect their physical skills navigating outdoor equipment or exploring the indoor soft-play area. Children who are new to the setting separate from carers well, and are happy to join their peers in play. Leaders and staff promote this confidence with effective settling-in processes and robust partnerships with parents. This provides them with an insight into children's early experiences that are then reflected in the setting. For example, staff in the baby room consistently follow feeding and care routines from home.

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What it's like to be a child at this setting

Leaders work closely with families to successfully promote punctuality and regular attendance. This means that children typically have a strong understanding of the setting's routines and follow them with increasing independence as they progress through the nursery. However, children with special educational needs and/or disabilities (SEND) do not consistently receive the appropriate support they require to make progress alongside their peers. Leaders do not have full oversight of the setting's strengths and areas for development. As a result, they do not take swift action to identify and implement strategies that consistently place children's development at the forefront of practice. For example,

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Inspector:

Antonia Campbell leaders do not always adapt the curriculum to support the identified needs of some children with SEND. Additionally, the implementation of the key-person system is not consistent across the setting. On occasion, children with SEND are not supported by a skilled and knowledgeable key person and some teaching is too complex and does not build on what children know and can do. This means that not all children receive consistent teaching and support that will prepare them sufficiently for their next stage of learning.

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Next steps

To meet the requirements of the Early years foundation stage the provider must take the following actions by the assigned date:

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About this inspection

The inspector spoke with leaders, practitioners, the special educational needs coordinator, parents and children during the inspection.

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About this 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.

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Greenside Childcare Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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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.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

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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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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