Greenwood Nursery School

Greenwood Nursery School

Unique reference number (URN): 2780477 Address: 14a Ardleigh Road, London, N1 4HP Type: Childcare on non-domestic premises Registered with Ofsted: 27/03/2024 Registers: EYR Registered person: Greenwood Childcare (Hackney) Ltd

p.1

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.

p.1

How we evaluate safeguarding

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

p.1

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.

p.1

Achievement Strong standard

Children develop their language and communication very effectively through interactive, repetitive and playful activities, including singing, storytelling and sharing books. They show enthusiasm as they create a shop in the outdoor area and invite staff to join their imaginative role play. Through these interactions, children practise counting and strengthen their communication skills as they negotiate with staff and each other.

p.2

Achievement Strong standard

Children benefit from engaging learning experiences, such as camping at forest school. Children explore woodland environments and take part in activities, such as den building, using tools and sensory play. They develop confidence, resilience, teamwork and independence. Children access all areas of learning during everyday routines. For example, they use mathematics when counting plates for mealtimes and adding and removing wooden trucks outdoors and deciding how many chairs are needed for song time. Children are extremely well prepared for their next stage of learning because they are confident and are inspired to learn.

p.2

Behaviour, attitudes and establishing routines Strong standard

Leaders foster a highly positive and inclusive environment, where all children and parents and carers are valued. Staff act as extremely positive role models. They consistently demonstrate patience, enthusiasm and warmth. As a result, children learn to take turns, listen to one another and cooperate. They readily help their peers. For example, children work together to pour water or offer a hand to younger children to support them as they balance on the garden plank.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children form very warm and secure attachments with staff. They naturally involve adults in their play and discussions, such as when exploring whether the Chinese dragon is a dinosaur or a dragon. Children take turns using the interactive book and eagerly share their ideas about where the dragon's fire might come from.

p.2

Behaviour, attitudes and establishing routines Strong standard

Leaders prioritise positive attendance and punctuality. They work closely with families to reinforce their expectations and address any barriers. Children with special educational needs and/or disabilities receive effective support to maintain consistent routines. Staff carefully adapt activities so all children can participate meaningfully. Those children who feel overwhelmed or need help regulating their emotions receive effective one-to-one support, which builds their confidence and strengthens their skills in regulating their emotions.

p.2

Children's welfare and wellbeing Strong standard

Staff demonstrate an excellent understanding of their key-person responsibilities. They build positive and trusting relationships with children and their families. Staff actively gather information about any changes that may affect children's wellbeing. Staff consider the potential impact of these changes and provide sensitive support to help children to manage new experiences. Children enjoy an interesting, varied and healthy diet and learn about making healthy choices. They develop very positive social skills during snack and mealtimes, which promotes both their own wellbeing and that of their peers. Children benefit from the well- resourced outdoor spaces available to them, including the forest school area and the nursery garden. They talk confidently about the importance of fresh air and exercise as they engage in physical play with each other and staff outdoors.

p.2

Children's welfare and wellbeing Strong standard

Children are settled, confident and engaged in their play. Staff use books, puppets and other visual resources to help children recognise and name different emotions, such as feeling scared or excited. Staff plan a broad range of sensory and creative experiences, including sand, clay and water play, to enable children to express and manage their feelings through physical exploration.

p.3

Curriculum and teaching Strong standard

Leaders maintain a clear overview of each child's curriculum, ensuring that decisions lead to meaningful improvements in their learning. Staff extend activities appropriately for children, who need to extend their learning. They guide those children, who require extra support very effectively, and understand their individual needs. As a result, children make excellent progress across all areas of learning.

p.3

Curriculum and teaching Strong standard

The environment is stimulating and thoughtfully designed to reflect children's interests and developmental stages. Children engage enthusiastically in shared reading and enjoy playing instruments to familiar songs. They explore sensory experiences, such as sand and water, with curiosity and confidence. Children learn to identify the first letter of their name and pronounce the correct sound that it makes. Staff introduce children to new vocabulary as they sing songs and explore different seasons and the weather.

p.3

Curriculum and teaching Strong standard

Children engage in rich imaginative play, such as parading their Chinese dragon across the room and inviting their peers to join in the celebrations. Staff provide thoughtful and nurturing support that helps children to become confident and active learners. They encourage exploration, trial and error and celebrate children's achievements. As a result, children learn to regulate their behaviour and build positive relationships with others.

p.3

Inclusion Strong standard

Leaders and staff work very effectively with the setting's special educational needs coordinators and the local authority. They take timely action and seek guidance from relevant professionals to strengthen children's learning opportunities and experiences.

p.3

Inclusion Strong standard

Staff work closely with parents and carers to understand changes in children's development. Staff, together with parents, consider what adjustments or adaptations are needed to support children with special educational needs and/or disabilities so that all children progress.

p.3

Inclusion Strong standard

Staff adapt activities to ensure that children who need additional guidance or adjustments can participate fully. Leaders provide regular opportunities for staff to meet with the special educational needs coordinators to review children's progress so that planning remains purposeful and achievable. Staff use tools such as 'now and then' boards to support children who find transitions difficult. This helps these children to understand upcoming routines with appropriate adult support.

p.3

Inclusion Strong standard

Leaders actively explore ways to offer nursery places to children who are disadvantaged. They are committed to engaging with the community to improve outcomes for all children. Leaders have explored how to use the early years pupil premium effectively so that it has a positive impact on children who are eligible for this funding.

p.4

Leadership and governance Strong standard

Leaders demonstrate a high commitment to continuous improvement. They regularly review the setting's strengths and areas for development. Leaders work closely with staff to identify effective practice and priorities for further improvement. Their approach fosters a culture of high expectations and ongoing reflection.

p.4

Leadership and governance Strong standard

Staff feel valued and well supported. Leaders dedicate time with staff for purposeful discussions about professional development, key children and their practice. A well-planned training programme helps staff to remain motivated and inspired. This positively influences staff's wellbeing and enriches children's learning experiences.

p.4

Leadership and governance Strong standard

Leaders work diligently to develop effective strategies for children, who may face barriers to their learning. They work closely with parents and carers to ensure any concerns about children are acknowledged and addressed constructively. Leaders collaborate effectively with key persons to ensure there is consistency in approaches between the nursery and the home. This supports children's continued learning and development extremely well.

p.4

Leadership and governance Strong standard

Leaders place a value on parents' contributions and promote effective two-way communication through daily conversations, the nursery app and parents' meetings. They listen to parents' views and make adjustments where appropriate. This inclusive and responsive approach creates a welcoming and family focused environment, in which parents feel very respected and involved.

p.4

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

Children are cared for in a well-resourced and inspiring environment, where they feel confident and safe to move around independently. They collaborate well, taking turns and supporting one another during planned activities and spontaneous play. Children show a genuine interest in their peers and greet each other warmly as they join activities. They develop very secure attachments to staff. Children are confident that their questions, requests and comments will be responded to, as staff are attentive and sensitive to each child's needs.

p.4

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

Children are enthusiastic and motivated to engage in experiences that promote exploration and problem-solving. During a pottery session, they negotiate taking turns and speak confidently about what they have made. Children listen attentively and engage well in conversations, songs and stories. Staff accurately identify children's starting points and plan purposeful next steps. They recognise any barriers to children's learning quickly, and work effectively with leaders to close any gaps. As a result, all children access an enriching learning experience. Those children who need additional support are guided by knowledgeable key persons, who use inclusive strategies to ensure every child participates fully and thrives.

p.5

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

Children achieve well because staff know them thoroughly. They enjoy a range of engaging activities, including forest school, music and pottery, which builds children's confidence, independence and active participation. Children develop a positive appreciation of the outdoors through forest school and regular use of the outdoor area.

p.5

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

Leaders establish deep and trusting relationships with families and the wider community, creating a welcoming and collaborative environment. They offer a range of opportunities for families to come together, including community events, stay-and-play sessions and volunteering to lead activities, such as cooking and social gatherings. Staff share meaningful information with parents and carers each day. This ensures a consistent communication between home and nursery.

p.5

Next steps

Leaders should consider how to improve the organisation of some areas within the setting to use and provider further safe and creative space to further inspire children. Leaders 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 disadvantaged children, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, and those who may face other barriers to their learning and/or wellbeing.

p.5

About this inspection

The inspector spoke with, leaders, staff, the special educational needs coordinator, the designated safeguarding lead and parents during the inspection.

p.5

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

p.5

Address:

Type: Childcare on non-domestic premises

p.6

Address:

Registered person: Greenwood Childcare (Hackney) Ltd

p.6

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

p.6

Facts and figures used on inspection

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

p.6

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.

p.6

Exceptional

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

p.7

Strong standard

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

p.7

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.

p.7

Needs attention

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

p.7

Urgent improvement

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

p.7

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.

p.7

Urgent improvement

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 .

p.7

Urgent improvement

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 .

p.7

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn . Store Street Manchester M1 2WD

p.7

Urgent improvement

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

p.8