Greengate Nursery and Preschool

Greengate Nursery and Preschool

Unique reference number (URN): 2835812 Address: Balaam Street Park, Greengate Street, London, E13 0AS Type: Childcare on non-domestic premises Registered with Ofsted: 03/03/2025 Registers: EYR Registered person: The London Early Years Foundation

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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 Strong standard

Children make substantial progress from their individual starting points across the curriculum. Children who initially communicate without words begin to follow some verbal instructions, use single words and participate more confidently in routines, activities and interactions with others. Children with special educational needs and/or disabilities and those facing other barriers to their learning and wellbeing, develop independence, communication and engagement. For example, children who previously struggled to engage, with support from staff, now confidently move around the environment, approach their peers and take part in learning.

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Achievement Strong standard

Babies develop their movement, coordination and early communication. They pull themselves to stand, cruise and explore textures, such as yoghurt, and imitate what staff do. Older children confidently count, recognise numerals, match quantities, solve simple problems and explain their ideas. Children develop independence, by using the toilet, washing their hands and serving themselves during mealtimes. This supports their readiness for school. They build positive relationships, manage transitions well, and, through partnership working with schools, parents and carers, are well prepared for their next stage in learning. Children enjoy opportunities to grow fruit, vegetables and herbs, broadening their vocabulary, curiosity and understanding of the world and how food grows.

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Behaviour, attitudes and establishing routines Strong standard

Children behave well at this setting because leaders establish a calm, positive environment. Staff model clear expectations and use familiar routines, including a drum to signal lunchtime and a visual timetable, to help children understand what happens next. Staff build warm, respectful relationships with children, respond to their emotions and provide reassurance that helps them feel secure and ready to participate. As a result, children are settled, demonstrate confidence and engage well in daily routines and activities. Staff consistently support children to cooperate well, learn alongside others and develop positive relationships through small-group activities and conversations.

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Behaviour, attitudes and establishing routines Strong standard

Children confidently follow familiar routines, move calmly between activities, wash their hands, prepare for meals and serve themselves with increasing independence. Staff understand children's individual needs very well and respond calmly and consistently when children become unsettled. Staff adapt routines, activities and their responses so that all children, including those with special educational needs and/or disabilities, can participate successfully alongside their peers. They use reassurance, co-regulation spaces and one-to- one support, to help children manage their emotions, settle quickly and re-engage in learning.

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Behaviour, attitudes and establishing routines Strong standard

Children proudly celebrate their achievements together, for example, by patting themselves on the back and saying, '1, 2, 3, well done me'. This helps to build on their confidence and positive attitudes towards learning. Leaders place importance on regular attendance. They have robust systems in place to identify and monitor any patterns of absence and work with parents and carers to promote the importance of regular attendance.

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Children's welfare and wellbeing Strong standard

Staff know children extremely well at this setting. They use this knowledge to provide care that reflects children's individual needs, routines and circumstances. Children with special educational needs and/or disabilities and those who face other barriers to their learning and wellbeing, receive carefully adapted support. Staff use visual prompts, objects of reference, such as a hand-wash bottle to signal handwashing, and one-to-one support when needed. This enables children to participate fully, understand what is happening next and manage daily routines successfully.

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Children's welfare and wellbeing Strong standard

Key staff build warm, trusting relationships with children. They respond sensitively when children become upset, offering comfort and reassurance to help new children settle in well. For example, staff gently comfort babies, use co-regulation spaces and engage them in familiar activities to help them feel safe. Children form secure attachments that support their wellbeing and confidence in the setting.

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Children's welfare and wellbeing Strong standard

Children develop a secure understanding of healthy lifestyles. They wash their hands, use the toilet independently and serve themselves at mealtimes. Through activities, such as smoothie making, yoga and outdoor play, children learn about nutritious food, remain active and understand how to use equipment safely. Staff consistently meet children's dietary, medical and allergy needs. Staff use clear systems to identify children's dietary preferences and allergies, helping to ensure children remain safe during mealtimes. Staff follow safe- sleeping procedures that meet children's individual needs.

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Curriculum and teaching Strong standard

Leaders create an ambitious and inclusive curriculum that staff understand and implement consistently across the nursery. Regular coaching, reflective discussions and support from experienced leaders within the organisation continually strengthen staff's practice and improve children's learning experiences. Staff use ongoing observations, assessment and children's interests to adapt teaching. They understand and reflect children's different starting points, stages of development and individual needs, including for children with special educational needs and/or disabilities. Staff have a precise understanding of what they want children to learn and how activities build on previous experiences.

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Curriculum and teaching Strong standard

Staff consistently plan ambitious, purposeful activities that build on children's knowledge and skills across the curriculum. Communication, language and mathematical development are embedded throughout teaching. During graduation activities, such as picnics, children count the number of their friends and adults that are taking part in the activity. They enjoy using their fingers to represent numbers, matching numerals to quantities and comparing objects, using mathematical language, such as 'big', 'small' and 'mini'. Staff model new vocabulary, ask purposeful questions and encourage children to explain their thinking. They solve problems together and confidently apply previously learned mathematical knowledge. For example, children help each other to turn the dice to find the numbers that they choose. During smoothie-making activities, children follow a clear sequence, cut fruit safely, count the pieces and learn vocabulary, including 'blade' and 'blend'. Staff use these activities to

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Curriculum and teaching Strong standard

develop children's communication, mathematical understanding, independence and knowledge of healthy lifestyles. Children also make meaningful links with home, for example, by recognising equipment their families use.

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Inclusion Strong standard

Leaders ensure that all children's individual needs are identified early. Support is carefully tailored to help all children access all activities and make progress in their learning and development. Staff consistently implement a thoughtful approach to improve outcomes for children. The setting completes observations and baseline assessments within 6 weeks of children starting and works closely with parents and carers to develop personalised plans. Staff review children's progress every 6 to 8 weeks to ensure support continues to meet their differing needs.

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Inclusion Strong standard

Staff consistently adapt their interactions and the learning environment to meet children's individual needs successfully. They use visual supports, objects of reference, actions and single words to strengthen children's communication and understanding. They also use key words from children's home languages to strengthen communication, promote understanding and help children participate fully in learning experiences and daily routines.

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Inclusion Strong standard

Leaders build secure partnerships with parents and other professionals, including special educational needs coordinators from the local authority and schools and early years advisers. Together, they coordinate support and ensure children with special educational needs and/or disabilities (SEND) make a successful transition into school.

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Inclusion Strong standard

The setting uses early years pupil premium funding purposefully. For instance, they provide planters, sensory resources and first-hand experiences that broaden children's language, curiosity and understanding of the world. Leaders regularly review the impact of this support, helping children with SEND and those requiring additional support to make progress from their individual starting points.

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Leadership and governance Strong standard

Leaders have a clear and ambitious vision for the nursery. They are highly reflective and use observations of practice, discussions with staff and feedback from parents to identify and act on priorities for improvement. Leaders strengthen staff practice through regular coaching, feedback and professional development, including support from experienced leaders in the organisation. This continually strengthens staff's knowledge and improves children's experiences. Staff wellbeing and workload are carefully considered through regular supervision, effective leadership and practical day-to-day support.

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Leadership and governance Strong standard

Leaders work closely with families and other professionals. They identify and reduce barriers to learning and wellbeing, particularly for children with special educational needs and/or disabilities and those facing disadvantage and other barriers to their learning and wellbeing. Leaders ensure that timely support is put in place and regularly review the impact, to help children make secure progress from their individual starting points. Leaders build highly effective partnerships with parents and carers. Parents appreciate the updates they receive about their children's learning and development, through daily verbal feedback and observations shared on an online platform. Parents speak positively about the individual support, communication and guidance they receive. Children benefit from a consistent approach between home and nursery, which helps them settle well, make progress and receive timely support when needed.

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

Children arrive happily at this welcoming nursery, where they develop warm, trusting relationships with staff who know them extremely well. Staff understand children's personalities, interests, individual needs and any barriers to their learning, helping them feel safe, valued and emotionally secure from the moment they start. Families are warmly welcomed into the setting, and staff value the information they share about children's interests, routines and experiences at home. Staff use this information to help children settle and to build on their learning. Children develop a growing sense of responsibility for the world around them. They enthusiastically take part in sustainability-themed activities, confidently sorting waste for recycling and explaining why it is important to protect sea creatures and care for the environment, for instance.

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

Older children investigate dragons through research projects. They explore different types of dragons, create models using junk materials and extend their ideas through 'potion-making' and outdoor role play. Staff build successfully on children's ideas and help them develop their knowledge over time. Children confidently choose from inviting activities, sustain their interests alongside their peers and immerse themselves in imaginative play. Babies eagerly explore their environment through active physical and sensory play. They crawl, pull themselves to stand and investigate sand, and they messy play with yoghurt and other textures. Staff respond warmly, model actions and introduce words, such as 'swirl' and 'flick', strengthening babies' early communication and confidence.

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

Calm, well-established routines help children feel secure throughout the day. Children eagerly collect their yoga mats and join in with simple movements that support their physical development and help them regulate their emotions. Staff use flash cards with photos of different movements which help children to follow the sequence well. Cosy spaces are available in every room to help children to rest and regulate their emotions. This helps them to settle quickly and return confidently to play. Children develop a secure sense of independence. They proudly register themselves on arrival, access resources, manage personal-care routines and serve their own meals. Mealtimes are relaxed and sociable. Children use conversation prompts to discuss various subjects during lunchtime. They talk

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Address:

Balaam Street Park, Greengate Street London E13 0AS

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: The London Early Years Foundation

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Address:

Register(s): EYR confidently about their families, weekend experiences and imaginative play, including how they 'saved the day', during their dragon play.

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Address:

Children develop the confidence, independence and skills they need for their next stage of learning, including school.

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Next steps

Leaders should ensure continued improvement in the setting's successful work to remove barriers for children who need extra help, to realise a transformational impact on all children's achievement and wellbeing.

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About this inspection

The inspector spoke with leaders, staff, special educational needs coordinators, children, parents and carers 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 the provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage. 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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